Recognizing the Artificial: Student Perception and Aesthetic Evaluation of AI-Generated Images

The rapid advancement of generative artificial intelligence (GenAI) is reshaping creative practices and challenging established concepts of authorship, originality, and aesthetic evaluation. As AI tools become increasingly integrated into media production, media education must expand its competency frameworks to include AI literacy. This paper examines how students in a first-semester 2D Design course perceive, evaluate, and critically reflect on AI-generated imagery within higher design education. The study combines quantitative and qualitative methods. In the first phase, 68 students assessed 11 images and indicated whether they believed each image was AI-generated, as well as whether they found it aesthetically appealing. Although all images were AI-generated, only one participant correctly identified them all. Notably, images perceived as human-made were rated as more aesthetically appealing, while those assumed to be AI-generated were evaluated less favorably. This suggests that perceived authorship significantly influences aesthetic judgment. In a second phase, students engaged with generative tools and participated in guided discussions on originality, creativity, inspiration, and the limitations of AI systems. Qualitative findings reveal recurring descriptions of AI-generated images as overly smooth, generic, “uncanny,” and lacking depth or intentionality. Emotionally compelling images, in contrast, were associated with storytelling, authenticity, detail, imperfection, and a personal touch. While opinions were divided on whether AI-generated images can be considered original, most students expressed skepticism regarding AI’s ability to be truly creative. AI was primarily understood as recombining existing data rather than generating ideas grounded in lived experience, reflection, or independent judgment. Overall, the findings underscore the importance of integrating critical AI literacy into design education, enabling students to thoughtfully engage with both the creative potential and limitations of generative technologies.