My Artwork
This artwork imagines the future of learning as a shared, living space shaped by people, place, and technology. I appear at the edge of the scene in profile, not as the centre of attention, but as part of a wider learning moment. Around me are other postgraduate learners, moving and thinking together, suggesting that learning in the digital age is social, connected, and shaped through interaction.
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Light flows through the image, linking books, screens, and human figures. This light represents knowledge that is no longer fixed or contained, but adaptive and responsive. AI appears not as a machine, but as a presence that reveals patterns, supports reflection, and quietly connects ideas in the background. It guides without controlling, amplifying human thought rather than replacing it.
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The artwork blends places and identities. Subtle references to Macau reflect where I come from, while elements inspired by England and Newcastle University anchor the scene in my current academic context. These spaces meet in one visual world, suggesting that future learning will cross borders, cultures, and disciplines.
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This piece was created as a still digital artwork rather than a moving image. Movement was intentionally avoided, as it can distract attention from the central message. By keeping the image still, the viewer is encouraged to pause, observe, and reflect, mirroring the kind of thoughtful, human-centred learning that the artwork represents. The absence of motion allows meaning to emerge through composition, light, and relationship, reinforcing the idea that the future of learning is not about speed or spectacle, but about connection, reflection, and presence.
AI Acknowledgement Statement
AI tools were used to support the creation of the digital artwork and its accompanying description in a transparent and reflective way. I used AI as a visualisation tool to help translate my own ideas about the future of learning into a visual form. I began with prompts that focused on broad concepts, such as “create a futuristic digital artwork representing the future of learning with AI as a supportive presence rather than a central figure” and “show learning as collaborative, human-centred, and reflective.”
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I then refined the artwork through a series of more detailed prompts that directly shaped the final image. For example, I prompted the use of light to symbolise knowledge and connection, such as “add flowing light between learners, books, and digital elements to represent learning as adaptive and interconnected.” I requested that AI be represented as an abstract, non-dominant presence by using prompts such as “visualise AI as subtle patterns and holographic forms rather than a machine or robot.”
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To embed my own identity within the artwork, I used prompts including “include a side-profile figure representing me as a postgraduate learner” and “blend visual references from Macau with elements inspired by England and Newcastle University to reflect a global learning identity.” I also refined the age and background of the learners through prompts such as “show other learners as Master 's-level students of similar age and Chinese background to emphasise peer learning.”
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Throughout the process, I reviewed each generated image and adjusted my prompts to refine composition, symbolism, lighting, and emphasis. I made decisions about what to include, what to remove, and how ideas should be visually represented at every stage. AI was used as a creative tool to generate and refine visuals based on my instructions, but all conceptual choices, interpretations, and meanings expressed in the final artwork are my own.