Adimi: AI as a feedback tool in art class that helps students develop their own ideas

# What Adimi is and why it exists A Vietnamese group of students and young professionals in Australia created Adimi because they saw a recurring gap in art education: after finishing a drawing, many pupils do not get individualized feedback that helps them connect what they intended with what they actually produced. The group started the project in April 2026 and presented Adimi at SITUATION 2026 in Canberra.

The workflow is deliberately sequential and teacher-centered. First, the teacher introduces a short art concept for the lesson. Each pupil chooses an idea, plans composition and color, and draws by hand on paper. During this creation phase, Adimi does not intervene. After the pupil finishes, they look at their own work and explain what they intended.

# Design priorities and limits The team explicitly designed Adimi to support, not to replace, teachers. The goal is to replicate one of a teacher's key actions—observing each pupil's work and asking questions—on a scale a single teacher cannot always manage in a crowded classroom. Adimi is not intended as an automated art teacher or an image generator. Its outputs concentrate on helping students notice differences between intention and outcome and to refine their thinking about artistic choices.

# Who built it and where it was shown

# Classroom implications

# What the tool does not do Adimi does not create or prescribe how students should draw. It does not grade artworks, produce full teacher-equivalent assessments, or judge aesthetic quality. Its interaction begins only after the student has completed their work and expressed their own intention.

# Practical takeaway for educators If you are an art teacher or school leader considering tools that use machine perception to support learning, Adimi is an example of a design that preserves student agency by placing creation and self-explanation first, then adding AI-driven prompts to deepen reflection. The model addresses scalable feedback, especially for contexts with limited specialist teachers, while keeping assessment and final judgments within human hands.