AI and creativity in students : a double-edged tool?

Abstract

The increasing presence of generative Artificial Intelligence (AI) in education has fueled debate over its role in student creativity. While AI tools offer valuable support for idea generation, concerns persist about whether they foster creative confidence or strengthen dependence, probably undermining students’ ability to think independently. This study examines how AI-assisted learning tasks influence students’ creativity, trust and dependence on AI at the University of Malta. Structural Equation Modelling-Partial Least Squares (PLS-SEM) was used within a sample of 97 university students to examine the relationships between creative IT self-efficacy (CIT), trust in innovation ability (TRU), effort to innovate using IT (TRY), AI dependence (DEP), and creative work involvement (CWI). [excerpt]