Research on the Teaching Mechanism of Generative Artificial Intelligence in Promoting Young Children's Imitative Poetry Composition

Tingting Wang

doi:10.70088/t2m2z035

Authors

Tingting Wang School of Humanities and Law, Fuzhou Technology and Business University, Fuzhou, China Author

DOI:

https://doi.org/10.70088/t2m2z035

Keywords:

Generative artificial intelligence, early childhood language education, imitative poetry composition, creative expression, multimodal learning

Abstract

In this work we examine pedagogical role and underlying mechanisms of generative AI in helping young children with imitative poetry composition because it is complex task that can be difficult for students in classroom. Also I analyze how AI intervention affects language expression and classroom interaction, and creative performance in classroom and it is worth noting that these are important factors for the study. I use a quasi-experimental design with mixed methods. Through the use of the Imitative Poetry Ability Scale assessment, classroom observations, analysis of student works, and interviews, combined with independent samples t-tests and thematic coding, the following findings were obtained that generative AI can improve language completeness in children's imitative poetry, and the imagery creativity and classroom engagement are also enhanced. AI generated images and interactive feedback can stimulate imaginative expressions. It is worth noting that they also help support collaborative multimodal learning.

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