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Design+ Da Vinci AI Tutor in art history learning

section gathered demographic information, including age, supporting learning goals. Students provided ratings on
gender identity, racial/ethnic background, international whether the tutor helped them achieve learning objectives
status, academic standing, and educational background. and whether they would consider using a tutor in future
Additional questions were asked about commuting status, courses. Questions in Section 3 included:
primary mode of instruction (online, hybrid, or face- Section 3: Perceived Usefulness of the AI Tutor
to-face), and academic major to contextualize student • How useful did you find the AI Tutor in enhancing
responses within different learning environments. your understanding of Renaissance Art?
The second section focused on tool usage and • Did the AI Tutor help you achieve your learning
perception, measuring baseline familiarity with AI before goals in the course?
engagement with the tutor. Students were asked to rate • How likely are you to use an AI tutor in future
their familiarity with AI, indicate prior experience with courses based on this experience?
AI-based tools, such as IBM Watson Tutor, Google Socratic, The final segment of the survey gathered qualitative
Microsoft Immersive Reader, and Duolingo AI Chatbot, feedback regarding strengths, limitations, and areas for
and describe their general perception of AI in education. improvement. Open-ended questions were asked of
These questions provided essential context for interpreting students to describe the most helpful and least helpful
students’ experiences with the tutor by establishing their aspects of the tutor, as well as any technical issues
prior exposure to AI-driven learning tools. More detailed encountered. In addition, students provided suggestions
questions in Section 1 are: for improvement, selecting from predefined options such
Section 1: AI usage and perception as improving response accuracy, enhancing engagement,
• How familiar are you with AI? providing more detailed explanations, or increasing
• Have you used AI-based tools or applications in accessibility features. Questions in Sections 4 and 5
the past? included:
• If yes, for what purposes have you used AI-based Section 4: Qualitative Feedback and Areas for Improvement
tools? • What aspects of the AI Tutor did you find most
• How do you perceive the role of AI in education? helpful?
• Have you ever used an AI tutor bot before? • What aspects of the AI Tutor did you find least
• If yes, which AI tutor bot(s) have you used in the helpful or frustrating?
past? • Did you encounter any technical issues while
• How would you rate your previous experience(s) using the AI Tutor? If yes, please describe.
with AI tutor bot(s)? • How could the AI Tutor be improved to better
The third section assessed direct user experiences with support your learning?
the tutor, examining usability, accessibility, and interaction • Please provide any additional comments or
frequency. Students rated the ease of interaction, the suggestions for the development team.
frequency with which they engaged with the tutor, and their Section 5: Reflecting on the Experience
preferred communication method (voice interaction, text • Reflecting on your experience, do you feel the AI
input, or sign language). These measures helped determine Tutor contributed to your learning in ways that a
how effectively the tutor accommodated different learning traditional teaching method could not?
preferences and technological capabilities. Questions in • Would you recommend the Da Vinci AI Tutor to
Section 2 included: other students?
Section 2: Experience with the AI Tutor Quantitative responses were analyzed using descriptive
• How would you rate your overall experience with statistics, including means, standard deviations, and variance
the Da Vinci AI Tutor? measures, to identify patterns in student engagement,
• How easy was it to interact with the AI Tutor? perceived usefulness, and interaction preferences. Responses
• Which communication method(s) did you use to to open-ended questions underwent qualitative content
interact with the AI Tutor? analysis to extract recurring themes, highlighting student
• How frequently did you interact with the AI Tutor satisfaction, usability concerns, and suggestions for refinement.
during the course? This structured approach ensured a rigorous evaluation of the
The fourth section examined the perceived educational tutor, linking research questions, student experiences, and
impact of the tutor, focusing on its effectiveness in pedagogical impact into a cohesive framework for assessing
enhancing comprehension of Renaissance art and AI-driven education in the humanities.

Volume 2 Issue 2 (2025) 14 doi: 10.36922/dp.8365