Exploring Digital Prompts as a Cognitive Process in Visual Arts Education: A Case Study

Abstract

This study aims to explore the use of digital prompts as a cognitive-logical stimulation tool in the process of creating digital illustrations by art education students. The main focus is directed at how visual prompts affect the logical way of thinking, the structure of the visual narrative, and the quality of the illustration results produced by the interns at PT Mitra Bangun Kreatifa. This study used a quantitative approach with instruments in the form of logical cognition scales, illustrative assessment rubrics, and self-assessment questionnaires. The results show that the use of prompts can significantly trigger analytical and deep-thinking processes, as well as encourage more structured visual decision-making. These findings contribute to the development of prompt-based learning models in fine arts and design education, as well as show that internship practices in the creative industries can be an effective medium for integration between visual logic and technology-based creative processes. This study recommends the integration of prompt design as a pedagogical approach in a digital art project-based curriculum.