17 Motivating Writers with Leonardo AI to Assist in Enhancing Descriptive Writing Outcomes: A Guide to an Unconventional Use of Image Generation AI
Chris Weiman
Abstract
Leonardo AI describes itself as a way to, “Leverage generative AI with a unique suite of tools to convey your idea to the world”. (Leonardo AI). This chapter is about motivating students to write descriptively by using Leonardo AI’s image generation capabilities to see how the words they have written can be “viewed” by the reader in a way that was never possible before.
By inserting descriptive segments of a piece of writing into Leonardo AI as a prompt, a student can generate visual images ranging from characters to settings. The student can then use these images to make adjustments in their wording and descriptors in order to generate the desired result, closer aligning the finished product to the original vision the student may have had.
Introduction
Teaching descriptive writing requires the student to understand how to show and not tell their ideas. According to Dr. Selina Kisler:
“This type of writing allows teachers and students to be creative. It enhances and promotes language, new vocabulary, and encourages students to learn about things they are unfamiliar with. It allows students to think outside of the box and expand on their thoughts.” (Kisler, 2020)
One of the major challenge as teachers is to motivate our students to be creative. For a variety of reasons, students often are not motivated to begin the creative process. In 2023, Myhill, Cremin and Oliver stated that, “The act of writing is widely acknowledged to be a complex and challenging activity, and in parallel, we know that student motivation to write is a predictor of writing performance.” (Myhill et.al, 2023). The use of Leonardo AI as both a tool for enhancement of the final product and as a motivational tool, can help educators to increase writing performance in relation to curricular outcomes. This tool motivates students to unlock their creativity by tapping into the immediacy of their world. Chatwal et. al (2023) talks about utilizing AI to tailor lessons for an improved student learning experience. By nearly instantly generating an image through submitting descriptive writing as a prompt in Leonardo AI, the user can see, customize, and enhance their writing by altering the text of the prompt to better align the output image with their vision.
The idea of calling on all of the senses and incorporating psychological traits to help form a full picture for the reader can pose a daunting task that can threaten motivation. Similar to Myhill (2023), Wang and Troia found the positive effects of motivation on both student outcomes and teacher presentation.
By using a passage of descriptive writing as a prompt in an AI image generator such as Leonardo AI, students can nearly instantly see how the words they have put on paper translate into an image. While the image may appear visual, students are able to adapt and change the image by altering their text/prompt with anything from scent, to texture, to past emotional trauma such as a character who was ‘abandoned by her parents because they had too many mouths to feed.’ This application of generative AI as a tool to enhance descriptive writing outcomes allows students to customize their writing to achieve their desired output and create the vision they have in their minds eye. In doing so, students are motivated to see the outcome of their words in a way that has never been possible before.
Figure 1
An image of a student using generative AI on a computer to create and image of a character.
Note: Chris Weiman (2024) generated this image using the OpenArt platform. CC dedicates any rights it holds to this image to the public domain via CC0.
Learning Objectives
By the end of this chapter, the educator will be able to:
- Effectively use Leonardo AI in their classroom to motivate students and enhance creative writing outcomes.
- Navigate some of the challenges of using Leonardo AI in their classroom.
- Learn the potential benefits and drawbacks of Leonardo AI.
Case Study
“I watch a lot of videos. I don’t think we read as much anymore, so it helps, me at least, to see how our words can make something real.” (Grade 7 Student). Motivating students to write can be a challenge. However, by designing an assignment around having the ability to make something real, a teacher can capture a student’s attention and have them take ownership of their idea. In my classroom I call this ‘buy in’. If I can get a student to buy into something, I have captured their attention and can excite them into learning. Another way to think of ‘buy in’ is motivation. Finding a tool that taps into a particular student’s interest will motivate them to want to be there and want to excel. This shift from traditional, uniform teaching methods to highly individualized learning strategies will most likely signify a major advancement in educational practices (Aristanto et al., 2023). Using Leonardo AI to enhance descriptive writing outcomes, on top of enhancing the process and product of writing, provides this motivation. When students can see the result of their writing, and be able to make their own critical analysis of the product, they buy into the process and are motivated to succeed.
Vignette:
In a grade 7 classroom, the students are a buzz as the teacher rolls the Chromebook cart into the room. After handing each student their own device the teacher begins by stating that, “Today we will be using AI to enhance our writing!” The students gasp, “Isn’t that cheating!” One asks. “I use ChatGPT all the time.” confesses another. “What is AI?” asks a student near the front.
The teacher goes on to explain how Leonardo AI works and how each student will use it by submitting a descriptive paragraph they wrote about a character, as a prompt, in order to actually see what they wrote on the page.
After in initial rush of excitement at the prospect of doing something novel that uses AI, the teacher goes on to explain how the students will have a chance to submit their prompt multiple times allowing them to make subtle changes in their text in order to see how small changes in their wording can alter the output on Leonardo AI. The students are excited and everyone of them eager to dive into their work.
In terms of a motivational set, explaining to students that they are about to embark on a unique journey to do something, few have done before, is as about as motivating as one gets.
Use
Table 1
Step-by-Step guide to using Leonardo AI as a tool to enhance descriptive writing outcomes.
Note: Chris Weiman (2024) generated this image using the Canva platform. CC dedicates any rights it holds to this image to the public domain via CC0.
Patience at first is the key. Explain to the class what you are doing and what the desired outcome is. Explain the tool by providing a demonstration of what it can do and then explain that the initial stage will take time.
Walk the class through each stage of the setup process together. Have students locate the website: Leonardo.ai. Create accounts using the email function, utilizing school division assigned student emails. Be sure to have students adjust content filters to “on”. This will prevent any unintended results such as violence, gore or suggestive images.
Note: Chris Weiman (2024) generated this image using the Canva platform. CC dedicates any rights it holds to this image to the public domain via CC0.
Once students have logged in, show them how enter a simple prompt such as, “a teddy bear in a tea cup”. Spend the remainder of the first class period allowing students to try more and more creative prompts. This will build the excitement for the assignment the next class period.
Figure 2:
A Teddy bear in a tea cup.
Note: Image generated using Leonardo AI. CC dedicates any rights it holds to this image to the public domain via CC0.
It is important to note here that Leonardo AI does have a free mode that allows the users a finite amount of ‘tokens’ to use each day. Essentially this provides the user with seven prompt generations per 24 hour period, which is fine for this usage. There are 3 paid subscription levels on top of the free version that range from $12 to $60 per month per user as well as additional business options (Leonardo AI). It is also important to ensure that the students understand the token system and that they have a finite amount of attempts before proceeding. However, with the current amount of attempts provided per 24 hour period, Leonardo AI provides a volitional balance (Keller, 2016) where students are provided several attempts at alteration, while also being limited as enough to provide closure.
The Assignment
After having students write and edit their descriptive piece, which can range from describing a character, setting, or an event, have them insert the paragraph into the prompt box in Leonardo AI. After hitting ‘Generate’ the students’ words will be rendered down to four unique images. This is the first “Wow!” moment. Reactions will range from how incredible this is, all the way to how it looks nothing like their idea. And both are great! If a student gets a desired output from Leonardo AI, I like to have them save the one they like by copy and pasting it to their word processor, but also continue to adjust their writing piece looking to better or further the description to better align with their initial vision or desired outcome. Consider having students add scent, texture, sound and psychological states into their description and have them note how it changes the output.
Figure 3
Student input of the character description of “Vesper” into Leonardo AI
Note: Screenshot of student generated text entered as a prompt in Leonardo AI. Screenshot used with permission from Leonardo AI. CC dedicates any rights it holds to this image to the public domain via CC0.
If a student does not get the desired outcome from their writing piece, have them go back through it and look for what needs to change. This could range from a student omitting an age, gender or cultural background (see: biases) from their writing. Explain to students that Leonardo AI is showing them what their readers will see in their own minds. Have them continue to adapt the piece until they are able to get the desired outcome.
Figure 4
Output images of “Vesper” using Leonardo AI
Note: Screenshot of student generated image created using the Leonardo AI platform. Screenshot used with permission from Leonardo AI. CC dedicates any rights it holds to this image to the public domain via CC0.
Both editing processes are designed to enhance the way a student comes to see the power of their words and how even the slightest change can make a world of difference.
Errors
There will also be some students who get an ‘error’ message or a ‘content moderation’ message. The ‘error’ message is usually because the student describes a series of events and not a singular moment in time. This is a great opportunity to discuss how a description is like a photograph. It is stationary and happens in a moment. Have the student go back through their writing looking for ways to solidify their description into a single moment. The other reason an error code can arise is due to the writing simply not making sense. Again, this is a great opportunity to explain to the student how their writing can be improved.
BLM 1: This is a Prompt Self Assessment tool that students can use to guide their edits. Click on the image to be directed to a printable PDF.
Note: Chris Weiman (2024) generated this tool using the Canva platform. CC dedicates any rights it holds to this image to the public domain via CC0.
A ‘content moderation’ message is usually because something in the writing piece tripped the content moderation filter and Leonardo AI deemed that the content was too mature for the settings. Here, a teacher can work with the student to remove any violence, gore or perceived suggestive wording from their description. I like to use the phrase “Keep it Disney!” when guiding student writing.
Table 2
Common errors that students will run into and there fixes.
Note: Chris Weiman (2024) generated this image using the Canva platform based on student responses. CC dedicates any rights it holds to this image to the public domain via CC0.
The Goal
The goal is to have students gain a deeper understanding of the effect their writing can have on how a reader perceives it. The student will be able to use the visuals created by Leonardo AI to focus their writing into being as descriptive and clear as possible.
Figure 5
Student Responses to using Leonardo AI to generate a character based off of a written character description.
Note: Chris Weiman (2024) generated this image using the Canva platform based on student responses. CC dedicates any rights it holds to this image to the public domain via CC0.
Using the tool itself is a form of intrinsic motivation that the student can use to gain interest in the subject of descriptive writing as well as to find a level of enjoyment due to the ability to ‘make something real’. As shown in Kong’s 2021 case study, The Role of Experiential Learning on Students’ Motivation and Classroom Engagement, “Indeed, this method helps learners think further than memorization to evaluate and use knowledge, reflecting on how learning can be best applied to real-world situations.” (Kong, 2021). Using Leonardo AI allows the student to experience visually what aspects of their writing will look like and gives them back control of how the reader will perceive the text.
Responsible use of AI
While innovative uses of AI in the classroom are all the rage right now, it is prudent to take a moment of pause. When presenting a tool to a classroom, be clear as to how the tool is intended to be used in that class. Remind students that generative AI is to be looked upon and used as a tool to enhance learning and not to replace it. The student is still the creative force behind the generated outputs.
While Leonardo AI is a powerful tool for enhancing student descriptive writing and will motivate students to pursue a higher more exact outcome of their writing, some cautions need to be considered. First of all, students can only access this tool after creating an account. Check with your local school board to see what regulations are in place around student created accounts using school-based emails.
Secondly, be sure content filters are adjusted to the appropriate grade level. Leonardo AI does not know if the user inputting the prompt is 10 or 45 years old. It can help to remind students that they will get an image that matches what they put in for a prompt. If something is missing or does not match their vision within the image it is because the prompt was unclear or not detailed enough.
Potential Bias
Ensure students have been made aware of any inherent bias in the program. For example, with Leonardo AI, in nearly all cases when asked to create a person without any ethnicity input, will create a person of European descent. Students looking to have a person of an alternate ethnicity, will need to input that information into their prompt.
A final point on responsible AI use relates to critical thinking. Students should be cautioned against assuming that AI-generated outputs are always factual. Students should be taught to approach all AI outputs critically. Students should be taught to critically evaluate AI outputs. Blind acceptance of AI-generated content not only poses risks related to bias and misinformation, but also may reduce the quality of student work. By challenging AI outputs, students can strive for continuous improvement. Try to avoid the “good enough” approach.
Future Research and Innovation
Using image generation AI to assist with descriptive writing outcomes is a fairly unconventional use of Leonardo AI’s capabilities. However, I feel that in the future more and more of these unconventional uses will start to fill in niche areas of teaching. AI can be used by teachers to enhance student learning experiences by providing experiential and practical learning opportunities (Iqbal et al. 2024). While the AI tools are excellent for helping complete a task, it is the human who is the creative driving force. As teachers become more comfortable with the plethora of tools at their disposal, it is my hope that teachers will continue to innovate with the proven, existing tools and create more unconventional uses that will be highly engaging and assist in motivating students to new levels of creativity.
If budget is not a constraint, consider using OpenArt as well for this task. As of 2024, it is only free for 7 days and then a subscription must be purchased. However, it has a few more features that will allow students to add more depth in their writing, such as the selection tool, which allows the user to select a portion of the image and alter the selected portion of the prompt to obtain a more accurate output.
The study titled, “The impact of a changed writing environment on students’ motivation to write” by Myhill et. al inspired the content of this chapter. The opening line of the introduction hit-home and triggered a brainstorm of ideas for me. The introduction reads, “The act of writing is widely acknowledged to be a complex and challenging activity, and in parallel, we know that student motivation to write is a predictor of writing performance.” (2023). Working to find motivation for students to write has been a career long passion of mine. Methods have ranged from using ‘more interesting’ prompts, to having students write entire musicals. Until I read this article, it never occurred to me that what I was doing was working to motivate students in order to enhance their writing outcomes.
Summary
Note: Chris Weiman (2024) generated this video using the Canva platform based on student responses. The voiceover was generated using PlayHT. CC dedicates any rights it holds to this image to the public domain via CC0.
Acknowledgements
Thank you to the graduate students in ETAD 873 who supported the development of this chapter through peer feedback and review. In particular I would like to thank Kendra Hart for her patiences and feedback. The Author acknowledges the use of artificial intelligence tools to enhance contributions for this chapter. Leonardo AI and OpenArt served as the inspiration for this chapter. Canva was used to support the generation of the tables and figures. Canva Magic Write was used to improve parts of the script for the instructional video in this chapter by making suggestions for an engaging tone. An AI-voice from PlayHT was selected for narration of the instructional video. ChatGPT was used to help with a few grammatical suggestions.
Open Researcher and Contributor ID (ORCID)
Chris, Weiman. https://orcid.org/… (link to your ORCID ID)
Chris Weiman is a Masters student at the University of Saskatchewan specializing in Educational Technology and Design. His main area of interest is in applying technology in the classroom to enhance student curricular outcomes in a variety of subject areas. He has worked as a middle years teacher in Saskatoon, Saskatchewan for 17 years.
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