Generative artificial intelligence and digital imaginaries: Traceability in advertising students' audiovisual creativity

Abstract

Introduction: The incorporation of generative artificial intelligence (GenAI) into creative education has encouraged an analytical confusion between the actual use of these tools and the broader presence of formats and aesthetics drawn from digital imaginaries. Objective: This study separates both levels and examines their relationship with reference appropriation, creative autonomy, and teacher assessment. Methodology: A qualitative, retrospective, and temporal case study was conducted on 16 audiovisual projects produced by first-year Advertising and Public Relations students over three academic years. A 12-category matrix was normalized, four tabular records were reviewed, and two complete projects were audited. Counts were interpreted descriptively, without causal attribution. Results: Although the instructors have been unable to verify which type of generative tool was utilized or at what stage, the findings demonstrate that the digital imaginary plays a central role in 14 of the 16 cases. Nine projects repeated recognizable formulas, six reformulated their references, and one proposed an innovative solution. All seven reformulation or innovation cases received an excellent grade, whereas the nine repetition cases were graded either good or pass. Discussion: While the appearance of the final product is insufficient to prove the utilization of AI, the debate should nonetheless center on creative differentiation and the capacity to articulate and present one's work. Conclusions: It is proposed that, to enhance algorithmic literacy in advertising, it is necessary to incorporate process traceability, tool disclosure, and an assessment framework capable of discerning technological novelty and its application from creative judgment.