EXPLORING GANS IN DIGITAL MEDIA EDUCATION
DOI:
https://doi.org/10.29121/shodhkosh.v6.i1s.2025.6620Keywords:
Generative Adversarial Networks, Digital Media Education, Computational Creativity, AI Literacy, Human–AI Collaboration, Ethical AI, Creative Pedagogy, Deep Learning In EducationAbstract [English]
The Generative Adversarial Networks (GANs) introduced to the education of digital media can be regarded as a significant change in the point of intersection of creativity, computation, and ethics in educational context. The creative tools and the educational model of both the use of GANs will be discussed in the paper in terms of pedagogical and cognitive implications. The research employed a mixed-methodology in three institutions, such as design, technical and vocational setting, to determine the effect of the changes on the student creativity, technical aptitude and the moral cognizance. The quantitative findings demonstrated the existence of considerable improvements in the knowledge of neural structures, model training and data interpretation, but a substantial disparity was observed between the average scores concerning proficiency abilities following the exposure to GAN-based modules. The qualitative findings indicated that the level of engagement increased in the learners and it presupposed the iterative workflows that were co-creative and led to the mix of the human and machine creativity. Moreover, the ethical way of thinking could be developed, which allowed deepfakes, data bias, intellectual property concerns to become more aware and responsible digital creators were created through the assistance of GANs. The GAN-based education would promote creative autonomy and reflective judgment, which will be requested of future professionals working in the creativity industries that will be automated with AI by putting them in the position of being co-creators with AI. The article recommends the systematic pedagogical plan to integrate tools associated with GAN, project-based learning, and ethics courses to produce sustainable and inclusive creative courses. Lastly, the paper will present GANs as a revolutionary piece of technology, but also as something that would revolutionize the creative way of teaching in the 21st century as they would produce a pool of AI-sensitive creators who would be morally aware.
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Copyright (c) 2025 Rahul Thakur, Dr. Sonia Munjal, Abhinav Mishra, Dr. Ankita Gandhi, Mohit Malik, Dr. Zuleika Homavazir
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