Prompt Literacy and Generative AI Readiness for AIAssisted Animation Creative Workflows in Higher Education

Abstract

Generative AI technologies are increasingly being adopted within creative learning environments, particularly in animation and digital media education. As AI-assisted tools become more accessible, there is a growing need to understand how students perceive and adapt to these technologies in their creative workflows. This study explores prompt literacy and generative AI readiness among animation students in higher education creative workflows. A quantitative survey was conducted involving 74 animation students to examine AI usage patterns, perceived benefits, workflow integration, and challenges related to generative AI adoption. The collected data were analyzed using descriptive statistics and reliability analysis through Jamovi software. The findings indicate that students generally viewed generative AI positively, especially in supporting idea development, creative experimentation, and improving workflow efficiency. At the same time, concerns related to originality, prompt construction, ethical issues, and output consistency were frequently highlighted by respondents. The instrument demonstrated excellent reliability with a Cronbach’s alpha value of 0.943. The study suggests that prompt literacy and AI readiness are becoming increasingly relevant within animation education and creative digital learning environments. The findings may provide useful insights for educators and curriculum developers in integrating generative AI tools into animationrelated teaching and learning practices.