Paper Title
AI IN MEDIA EDUCATION: A THEMATIC ANALYSIS OF STUDENT PERCEPTIONS

Abstract
As generative artificial intelligence (AI) continues to advance and make inroads into society and educational settings, its impact on various fields, including media, has become increasingly significant. While prior research suggests that AI can offer numerous benefits, such as increased efficiency and creativity, it also raises concerns about originality, authenticity, and potential job displacement. This paper outlines the results of a study that explores the perceptions of 36 students enrolled in a digital storytelling course at a southeastern U.S. university regarding integratinggenerative AI into media education. In this course, students were tasked with using generative AI to develop various media projects, including text-based content and visual elements for characters and environments within a video game concept. Through a thematic analysis of student responses for this study, several key themes emerged. Students recognized AI's potential to enhance creativity and efficiency, particularly in idea generation and task automation. However, students raised concerns about the ethical implications of AI, including the potential for misuse, copyright infringement, and the impact on creative jobs. Students emphasized the importance of human creativity and judgment in mitigating these risks. The findings suggest that while AI can be a valuable tool in the media classroom, it should be used responsibly and ethically to ensure a positive impact on the field. Biographical Information:Dr. Paul Wallace is a Professor of Media, Technology, and Learning Designwhose research explores the impact of emerging technologies, particularly social robotics and mixed reality, on learning, human emotion, and cross-cultural collaboration. His work emphasizes the role of technology in fostering global perspectives and enhancing educational experiences. He is a former U.S. Fulbright Scholar and current Fulbright Liaison at Appalachian State University.