Student Perception and Pedagogical Implications of Generative AI in Digital Storyboarding: A Case Study at NEUC

Abstract

Abstract: Generative artificial intelligence (Gen AI) is rapidly transforming educational practice, yet its impact on processes in creative disciplines remains underexplored. This mixed-methods case study investigates how 12 undergraduate design students engaged with Gen AI in digital storyboarding at New Era University College (NEUC). Findings reveal that while prompt formulation posed the most significant challenge (75% reporting a high challenge), students also reported an enhanced understanding of the workflow (75% perceiving significant benefits). Four dynamic themes were identified: AI as a creative collaborator, the complexity of prompt formulation, the efficiency-control paradox, and AI’s role as cognitive scaffolding. We introduce the construct of translational cognitive load to describe the mental effort required to articulate creative intent into machine-interpretable prompts, alongside the emergence of creative-technical literacy as a core competency. Pedagogical implications include embedding structured prompt engineering curricula, developing an AI literacy framework and designing assessment models that evaluate both process and product. While limited in scope, this study provides foundational evidence for integrating AI into creative education in ways that preserve agency, foster reflective learning and align with evolving industry needs.