DRAMA AND ARTIFICIAL INTELLIGENCE IN PRIMARY EDUCATION: A COMPARATIVE STUDY OF CHINESE AND GREEK STUDENTS THROUGH THE MYTH OF ODYSSEUS

Aikaterini Dima, Bin Miao, Ioannis-Stylianos Lafazanis, Konstantinos Kotsidis

Abstract


This pilot study examines an educational intervention that integrates drama with Artificial Intelligence (AI) in primary education, through a series of three drama-based workshops inspired by the myth of Odysseus. The intervention was implemented with two groups of nine-year-old students: one comprising 20 students from an urban school in China, and the other comprising 20 students from a rural school in Greece. The aim was to explore student engagement and forms of creative and collaborative learning in different cultural contexts. Using the Qualitative Comparative Analysis (QCA) method, the research identified cultural, pedagogical, and technological factors influencing participation. Findings indicated high engagement in both groups, with variations in modes of expression. The use of AI tools such as HeyGen AI, Character AI, Suno AI, Canva, and DALL·E enhanced imagination and visualisation without constraining experiential learning. The study highlights the potential of combining theatrical and digital media in intercultural settings, fostering critical and creative thinking, embodied learning, and dialogue.

 

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drama in education; artificial intelligence; embodied learning; critical thinking; primary education

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DOI: http://dx.doi.org/10.46827/ejae.v10i3.6366

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