Generative artificial intelligence integrations and applications

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Hanna Gilreath


Generative artificial intelligence (AI) systems are changing the landscape of communication in every capacity. This is seen in written, oral, and visual methods of communication. For educational degree programs such as graphic communication programs, like those found at Clemson and Cal Poly, this is a difficult technology advancement to navigate. Previously, these programs have been a home for creative students’ hopeful to pursue a career in a science and creative communication field within the printing or digital media industries. New technology integrating into the classroom daily such as Chat GPT, Adobe Firefly, and Midjourney are quickly changing the education landscape. This leaves students and educators left to answer the questions of how to adapt these new technologies into the classroom and if it should be part of a formal education program. The first step in making these informed decisions is to better understand the attitudes, apprehensions, and level of comfort of students in Clemson and Cal Poly degree programs toward generative AI systems. To collect metrics on these attitudes, a five–point Likert Scale survey that was distributed to students enrolled in Clemson and Cal Poly graphic communication programs has been formulated. The data collected provided clarity that students have a high level of ethical apprehension toward generative AI systems despite adopting the technology in their everyday lives. In addition, the data results provided clarity that students, regardless of class standing, have a high level of fear surrounding job security and the impact that generative Artificial Intelligence will have on the communication job market post–graduation.

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How to Cite
Gilreath, H. (2024). Generative artificial intelligence integrations and applications. Journal of Print and Media Technology Research, 13(1), 35–42. Retrieved from
Scientific contributions