abstract
- Purpose. This exploratory qualitative study investigates symmetry and asymmetry patterns in Al-mediated educational communication within photographic critique education, drawing on an AI artifact grounded in the Hermeneutical and Interdisciplinary Socio-Semiotic Model for a Photographic Critique (MAVIA Model). Methodology. The AI artifact was implemented with 128 undergraduate students enrolled in photography and audiovisual production courses. Building on reflexive thematic analysis (Braun and Clarke, 2019, 2021) and supported by descriptive quantitative methods, a multi-level analytical framework was developed examining three dimensions: structural symmetry in system design, epistemological symmetry in human-Al knowledge co-construction, and adaptive asymmetry in user differentiation. Results and conclusions. Results demonstrate high adoption rates (94%) and predominantly positive evaluations (68%). Three user profiles with asymmetric needs emerged: Academic (40%), Pragmatic (35%), and Artistic (25%). The study identified a pedagogical paradox whereby analytical depth constituted both the primary strength and the primary source of criticism. The development of metacritical awareness (78%) suggests a perceived epistemological calibration in human-Al collaboration. Original contributions. A multi-level symmetry theoretical framework is proposed, offering a novel contribution for the design and evaluation of Al-mediated educational communication environments that balance theoretical rigor with personalized learning experiences.