Computers and Composition Mar 2025 Open Access

Multimodal composing with generative AI: Examining preservice teachers’ processes and perspectives

Blaine E. Smith Vanderbilt University ; Amanda Yoshiko Shimizu Knoxville College ; Sarah K. Burriss Vanderbilt University ; Melanie Hundley Vanderbilt University ; Emily Pendergrass Vanderbilt University

Abstract

The question of how generative Artificial Intelligence (Gen AI) will reshape communication is causing questions and concerns across the field of education, particular literacy and writing classrooms. Although important questions have surfaced surrounding the varied effects on writing instruction and ethical implications of AI in the classroom, there are calls for deeper investigations about how these tools might shape multimodal composing processes. This study builds upon this developing field by exploring how 21 university students in literacy education courses multimodally composed with generative AI and their perspectives on the use of AI in the classroom. Data sources included screen capture and video observations, design interviews, pre- and post- surveys, and multimodal products. Through qualitative and multimodal analysis, four main themes emerged for understanding preservice teachers’ multimodal composing processes: (1) composing was an iterative process of prompting guided by the AI tools, (2) composers exhibited two distinct processes when designing their projects, (3) AI shaped creative possibilities, and (4) play, humor, and surprise served a key function while composing. Preservice teachers’ perspectives also revealed insights into how AI shaped engagement with content, the importance of scaffolding AI in the classroom, and how ethics were intertwined with technical function and teaching beliefs.

Journal
Computers and Composition
Published
2025-03-01
DOI
10.1016/j.compcom.2024.102896
Open Access
OA PDF Hybrid
Topics
multimodality artificial intelligence

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

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