Heartbeats and molecules

Integrating AI, media arts, and graphic storytelling in STEAM education

Authors

  • Sahar Aghasafari University of South Carolina Lancaster, USA https://orcid.org/0000-0002-2125-9463
  • Mark Malloy University of South Carolina Lancaster, USA
  • Trinity Bernecky University of South Carolina Lancaster, USA

DOI:

https://doi.org/10.32674/wdpste64

Keywords:

AI-driven learning, graphic storytelling, media arts, STEAM education, STEM engagement

Abstract

This study reimagines science education through Heartbeats and Molecules, an interdisciplinary initiative that integrates graphic storytelling, AI-enhanced media arts, and STEAM-based pedagogy to teach complex topics like blood flow and mass transfer. Grounded in Dewey’s experiential learning theory and the Universal Design for Learning (UDL) framework, the project supports inclusive, student-centered instruction through multiple means of engagement and representation. Using an exploratory qualitative case study design, data were gathered via surveys and classroom observations to assess student engagement and comprehension. Findings suggest integrating media arts and AI enhances conceptual understanding, accessibility, and student interest. This project offers a replicable model for interdisciplinary curriculum design in AI-powered, arts-integrated STEM education, particularly for diverse and visually oriented learners.

Author Biographies

  • Sahar Aghasafari, University of South Carolina Lancaster, USA

    Sahar Aghasafari is an Assistant Professor of Art and Graphic Design at the University of South Carolina Lancaster. As an art educator and visual artist, she conducts research in interdisciplinary visual/media arts and science studies. Sahar's work focuses on identifying productive ways to integrate visual and media arts into STEM fields to support students' academic achievement.

    Sahar holds a Bachelor of Fine Arts in Fabrics Design from the University of Tehran, two masters degrees in Art Education from the University of Arizona and Art Research from the University of Tehran, and a Ph.D. in Art Education from the University of Georgia.

  • Mark Malloy, University of South Carolina Lancaster, USA

    MARK MALLOY, a Research and Art Studio Assistant at the University of South Carolina Lancaster, is a self-taught artist specializing in Illustration and Narrative-Based Writing. Passionate about the expansive world of art, his interests span Illustration, Storytelling, Songwriting, and Animation. Holding an Associate of Arts degree, Mark aspires to create transformative art that inspires and challenges. He is dedicated to redefining artistic boundaries and impacting lives through his creative expression.

    Email: mm232@email.sc.edu

    ORCID: https://orcid.org/0009-0001-9594-2003

  • Trinity Bernecky, University of South Carolina Lancaster, USA

    TRINITY BERNECKY, a graphic design student at the University of South Carolina Lancaster, is an artist specializing in illustration.

    Email: berneckt@email.sc.edu

References

Aghasafari, S., Needles, T., & Malloy, M. (2025). Multimedia arts learning: Connecting STEAM among special education students. Discover Education, 4(1), 1–15.

Aghasafari, S. (2023). Visual arts integration as a way of meanings: Centering emergent bi/multilingual high schoolers through graphic story and biology. Visual Inquiry: Learning and Teaching Art, 12(1), 21–41.

Aghasafari, S., & Malloy, M. (2024). Blending media arts with mathematics: Insights and innovations in STEAM education. Journal of Mathematics & Technology, 18(3), 198–210.

Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications.

CAST. (2024). The Universal Design for Learning guidelines. https://udlguidelines.cast.org

Dewey, J. (1938). Experience and education. Macmillan.

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Published

2025-07-25

Issue

Vol. 14 (2025): Art and Technology in STEM Education

Section

Art and Technology in STEM

How to Cite

Aghasafari, S., Malloy, M. ., & Bernecky, T. (2025). Heartbeats and molecules: Integrating AI, media arts, and graphic storytelling in STEAM education. American Journal of STEM Education, 14, 1-22. https://doi.org/10.32674/wdpste64