AI-Driven Research on Gamified New Media Art in Children's Public Aesthetic Education

Based on the current context of artificial intelligence's rapid development, this study investigates how AI technology drives gamified new media art in public aesthetic education practices. It also reconstructs the innovative practice of new media artist Roy Ascott-defined by “linking, immersing, interacting, transcoding, and occurring” -using the design of an interactive installation for children's aesthetic education as an example. We examine how AI disrupts conventional learning models through personalized generation and immediate feedback, achieving deep integration of digital art and real space to support aesthetic education practices in public environments. The study begins with an exploration of cross-platform, multimedia, and cross-space interactive new media art. A representative case study investigates the importance of technological transparency, everyday aesthetic experiences, co-creation mechanisms, and a non-linear evaluation cycle in children's public aesthetic education. The study demonstrates that AI not only enhances the immersion and interactivity of artistic experiences but also encourages children's subjectivity and public co-creation. This is projected to create a new paradigm and practice path for future public aesthetic education based on gamified new media art.