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Design+ Da Vinci AI Tutor in art history learning

4. Results perceptions of the tutor. Participants were asked to rate
their familiarity on a five-point scale, with 1 representing
The respondents reflected a highly specific demographic “Very familiar” and 5 representing “Very unfamiliar.” The
profile that aligned with the advanced academic focus distribution of responses (Figure 8) suggested a moderate
of the courses in which the tutor was implemented. level of familiarity with AI among the participants. Results
A total of nine students participated in the survey. The indicate a general trend toward participants identifying
majority, 77.78%, were graduate students, with only as “Somewhat familiar” with AI. Specifically, 66.67% of
11.11% identified as seniors and juniors, respectively. respondents (6 out of 9) described themselves as “Somewhat
This distribution is consistent with the emphasis on familiar.” In addition, 11.11% (1 out of 9) of the participants
advanced-level courses such as graduate Renaissance Art rated themselves as “Very familiar,” and an equal percentage
and Comprehensive Examination preparation. Regarding reported being “Somewhat unfamiliar” and “Very
age, respondents were primarily distributed among older unfamiliar,” respectively. Notably, no respondents selected
cohorts, with 37.50% aged 65 or older and another 25.00% the “Neutral” option, which suggests that participants
aged 55 – 64. A smaller proportion, 25.00%, fell within the had a definitive perception of their familiarity with AI. In
25 – 34 age range, and just 12.50% were aged 18 – 24. This terms of prior usage of AI-based tools or applications, the
profile suggests that many participants were likely non- survey results revealed that a significant majority of the
traditional or returning students, a demographic often respondents had engaged with such technologies in the
associated with graduate and online programs. past. Specifically, 77.78% (7 out of 9) reported having used
The gender identity of respondents skewed heavily AI-based tools, which could include applications ranging
female, with 88.89% identifying as women and 11.11% from language learning software and personal assistants
as men. None identified as non-binary or preferred to more specialized AI functionalities in various devices.
not to disclose their gender identity. Ethnic and racial Conversely, only 11.11% (1 out of 9) had not used AI tools
diversity was limited: 88.89% of participants identified before, and the same percentage was unsure about their
as non-Hispanic/Latinx, while only 11.11% identified as past usage of such technologies.
Hispanic/Latinx. In terms of racial background, 78.00% The next section sought feedback on specific interactions
identified as White/Caucasian, while 11.00% identified and experiences with the tutor, which are summarized
as American Indian or Alaskan Native, with another based on the survey responses. Regarding the utility of
11.00% selecting “Other.” All respondents were domestic the tool, responses were mixed. Slightly over half of the
students, with 100% indicating they were not international students found the exercises not applicable, indicating they
students. Educational backgrounds within participants’ did not use the tool. Those students who engaged found the
immediate families demonstrated significant attainment: exercises somewhat useful or were neutral. This indicates a
44.44% reported having a family member with a master’s critical need for enhancing the tutor’s perceived relevance
degree, 22.22% had a family member with a doctoral and effectiveness in facilitating course objectives.
degree, and an additional 22.22% had family members
who had completed undergraduate degrees. Only 11.11% When asked about achieving learning goals with the
indicated that a family member had attended college tutor, approximately 56% of respondents felt the tool did
but not completed a degree. Finally, most respondents
(88.89%) were commuter students living off-campus, and
the vast majority (88.89%) took their classes fully online,
with only 11.11% enrolled in hybrid formats. This online-
focused demographic aligns with the delivery format of
the AI tutor, which was distributed primarily as a digital
tool. Regarding academic focus, 66.67% of respondents
were pursuing a Master of Arts in Art History and Visual
Culture, while 33.33% were undergraduate majors in the
same field.

The second section of the survey examined participant
familiarity with AI and their experience with such tools
or applications. This segment of the survey was critical
for understanding the baseline knowledge and experience
of the participants with these technologies, which
could significantly influence their interactions with and Figure 8. Participants’ familiarity with artificial intelligence

Volume 2 Issue 2 (2025) 15 doi: 10.36922/dp.8365