Perceptions of artificial intelligence among 12th grade students in the fine arts high school painting department

This study aims to understand the perceptions of 12th-grade students in the Fine Arts High School Painting Department regarding artificial intelligence through metaphorical expressions. The research was designed using the phenomenological pattern, one of the qualitative research methods. Participants were asked to complete the sentence "Artificial intelligence is like … because …" and the data obtained were analyzed through descriptive analysis. The study group consisted of a heterogeneous sample of 10 students studying in the Painting Department of a Fine Arts High School located in Afyon Province. Data were collected via a semi-structured interview form and through face-to-face interviews. As a result of the study, student opinions were categorized under five main themes and five sub-themes. Under each theme, prominent sub-themes reflecting students' perceptions were identified. The findings indicated that students generally perceived artificial intelligence as emotionless, mechanical, and as a threat to their future professional lives. However, a noteworthy number of students also regarded artificial intelligence as a symbol of advancement and curiosity. The study further analyzed students' perceptions of artificial intelligence comparatively based on parameters such as technological knowledge, career orientation, and attitudes toward AI. The analysis revealed, for example, that students with higher levels of technological knowledge exhibited more positive attitudes, whereas those with art-centered career goals tended to perceive AI more negatively. Attitudes were correlated with the types of metaphors used, and percentage distributions were calculated accordingly. This study offers significant insights into the intellectual tendencies of high school students receiving art education regarding artificial intelligence and provides a conceptual framework that may contribute to future AI-supported art education models.