Research on the Teaching Reform Path of Art and Design Specialties in Colleges and Universities in the Era of Artificial Intelligence

Abstract

In this study, the ability level of art and design students in colleges and universities was accurately calculated by adopting the Logistics model in item response theory, combined with learner-question response data, and the maximum likelihood estimation method. Further, the study constructs a personalized recommendation model based on students’ competence, which utilizes the singular value decomposition technique to calculate students’ similarity coefficients, and achieves accurate personalized learning path recommendation. Through descriptive analysis, this paper delves into the specific application and effect of this personalized recommendation algorithm in the teaching reform of art and design majors in colleges and universities. The simulation analysis method evaluates the impact of online art and design professional teaching. The results show that this algorithm performs best in scoring prediction accuracy when the regularization coefficient is set to 0.02, and its RMSE value reaches 0.95012.This finding confirms that the personalized recommendation algorithm based on the students’ ability can effectively promote the reform of art and design teaching in colleges and universities, and realize tailored teaching. In addition, through accurate learning path recommendation, the algorithm significantly improves students’ learning ability and enthusiasm and provides valuable guidance and reference for teaching reform in colleges and universities.

Generative artificial intelligence in higher education learning: A review based on academic databases

“…AI plays a crucial role in driving the advancement of science and technology (Lu, 2019;Gruetzemacher & Whittlestone, 2022), which has a significant impact on multiple industries (Chen et al, 2024), positioning itself as a critical driver for emerging technologies such as big data analytics, robotics and the internet of things (IoT) (Özdemir & Hekim, 2018). In addition to the rise of generative AI tools such as ChatGPT (Gomez Cano et al, 2023;Polyportis & Pahos, 2024), consequently the significant impact on the science of education and society (Jaiswal & Arun, 2021;Crompton & Song, 2021;Kumar et al, 2023;Junco Luna, 2023), this panorama raises questions about the use of AI tools in the teaching-learning process (Haque et al, 2023;Wen, 2024;Shamsuddinova, Heryani, & Naval, 2024).…”