GUIDELINES FOR OPTIMIZING DEEPSEEK INTEGRATION IN DRAMA CREATION TEACHING AND CLASSROOM DESIGN

Abstract

The rapid advancement of generative artificial intelligence has brought transformative possibilities to arts education, particularly in drama creation teaching. This study aims to empirically test the application effectiveness and practical feasibility of DeepSeek in the drama creation teaching process. Drawing on the Technology Acceptance Model (TAM), this paper examines how perceived usefulness, perceived ease of use, and self-efficacy influence educators' behavioral intentions to adopt AI assisted drama pedagogy. Based on a classroom case study conducted at the Experimental Senior High School of Sichuan Film and Television College, the paper analyzes the pedagogical functions, implementation strategies, and classroom design considerations of integrating DeepSeek into drama instruction. The findings indicate that DeepSeek significantly enhances scriptwriting efficiency, expands creative possibilities, and supports personalized learning pathways. However, successful adoption depends on structured teacher training, institutional support, and the coordinated cultivation of AI literacy among both educators and students. This paper advocates positioning DeepSeek as a collaborative assistive tool rather than a replacement for human creativity, and emphasizes the indispensable role of teacher agency and artistic judgment in AI mediated drama education.

Keywords: DeepSeek, Drama Creation Teaching, Technology Acceptance Model, Classroom Design