In WR-AI-TING the potentials and risks of artificial intelligence (AI) in cultural education are being investigated, with a focus on AI-supported scenarios of literary creative writing among young people in schools and museums. Central to the project are the questions of how the linguistic and literary aesthetic quality of works produced with and without AI is perceived, how AI is changing our understanding of creativity and authorship, and how it can be meaningfully integrated into educational contexts without ethical risks. These questions will be addressed using qualitative and quantitative research approaches from psychology, computational linguistics, German language and writing didactics, literary studies, and museum education.

At the IWM, the topic is examined from the perspective of instructional psychology and creativity research. Main question is, how AI-supported writing processes must be designed to promote creativity and meaningfully support learning about writing. Therefore, the IWM is working on developing a writing tool. It will be investigated how the instructional design (e.g., formulation of tasks and writing prompts) and interface design (e.g., the tool's interaction with users) of the AI-writing tool affects learning and creative thinking, and whether the tool promotes or inhibits creative writing. The goal of the psychological research in WR-AI-TING is to develop context-dependent (e.g., school vs. museum) recommendations for the design of AI-writing tools and to test them together with partners in field.