Possibilities of autonomous learning in secondary students for image creation using artificial intelligence

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https://doi.org/10.25267/Hachetetepe.2025.i30.1201

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No. 30 (2025)
Articles
1201
Published: 17-01-2025
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Abstract

This pilot study investigates the ability of 83 secondary school students to use AI image generation tools autonomously, using Stable Diffusion software. Participants created images from textual prompts, iteratively improving them over a 55-minute session. Results showed increases in scores for improved prompts, particularly in identifying and describing physical and emotional elements, though the effect size was from very small to moderate. Lexical entropy did not change significantly, indicating limited creativity and adaptability in prompts. It concludes that students need teacher support to improve prompt quality and effectively utilize AI in educational settings.

Keywords

Artificial Intelligence Google Schoolar
Image Generation Google Schoolar
Secondary Education Google Schoolar
Self-Learning Google Schoolar
Prompt Engineering Google Schoolar

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Saz-Pérez , F., Lizana Carrió , A., Pizà-Mir , B., & de Benito Crosetti , B. (2025). Possibilities of autonomous learning in secondary students for image creation using artificial intelligence. Hachetetepé. Scientific Journal of Education and Communication, (30), 1201. https://doi.org/10.25267/Hachetetepe.2025.i30.1201

Author Biographies

Fabio Saz-Pérez , Universitat de les Illes Balears

Bachelor’s degree in Biology and Biochemistry, with two master’s degrees in Neurosciences and Teacher Training. With more than 10 years of teaching experience in secondary education, covering various scientific subjects, and 6 years of ICT coordination. Currently, he is a tenured civil servant for the Department of Education of the Balearic Islands. In the academic-research field, he is a PhD candidate in Educational Technology and has participated in projects introducing new technologies in the classroom, as well as in Primary Education and Pedagogy. He collaborates with the National University of Patagonia Austral (UNPA) in Argentina as a lecturer in the Master’s in Education in Virtual Environments.

Alexandra Lizana Carrió , Universitat de les Illes Balears

Bachelor’s degree in Pedagogy (Specializing in School Pedagogy), Master’s in Educational Technology: E-Learning and Knowledge Management, and Doctor in Educational Technology: Virtual Learning and Knowledge Management. She is part of the Department of General Didactics and Educational Theories as a lecturer at CESAG, teaching courses in the degrees of Primary Education and Early Childhood Education. She is also part of the Department of Applied Pedagogy and Educational Psychology at the UIB.

Bartolomé Pizà-Mir , Universitat de les Illes Balears

Bachelor’s degree in Pedagogy (Specializing in School Pedagogy), Master’s in Educational Technology: E-Learning and Knowledge Management, and Doctor in Educational Technology: Virtual Learning and Knowledge Management. She is part of the Department of General Didactics and Educational Theories as a lecturer at CESAG, teaching courses in the degrees of Primary Education and Early Childhood Education. She is also part of the Department of Applied Pedagogy and Educational Psychology at the UIB.

Bárbara de Benito Crosetti , Universitat de les Illes Balears

Bachelor’s degree in Pedagogy and Doctor in Educational Sciences from the University of the Balearic Islands (UIB). She is a professor in the Department of Applied Pedagogy and Educational Psychology at the UIB, teaching subjects on Educational Technology in the Pedagogy degree. She worked as a senior technician in the UIB's distance education service, Campus Extens (1997-2007), and as an associate professor (1999-2007). She has experience in undergraduate, postgraduate, and trainer training at the national and international levels. A member of the Educational Technology Group (GTE) since 1992, she has participated in research projects, material design, and virtual training environments. Her research areas include tools and platforms for online training, videoconferencing in teaching, the design of didactic materials, teaching strategies in virtual environments, and knowledge and learning management systems

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Copyright (c) 2025 Fabio Saz-Pérez , Alexandra Lizana Carrió , Bartolomé Pizà-Mir , Bárbara de Benito Crosetti

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