Harnessing generative AI for collaborative creativity: A study of university students’ engagement and innovation

Abstract

This mixed-methods study investigates the role of GenAI in enhancing collaborative creativity among university students, focusing on divergent thinking, team dynamics, and evaluation apprehension. Fifty undergraduate students enrolled in a communication skills course were divided into control (non-AI) and experimental (AI-supported) groups to perform the Alternative Uses Task (AUT), a divergent thinking exercise. Quantitative analysis of creative outputs revealed that AI-assisted teams significantly outperformed non-AI groups across all metrics: fluency (22.8 vs. 15.2), flexibility (11.6 vs. 8.4), originality (7.9 vs. 6.1), and elaboration (24.5 vs. 18.3), indicating AI’s capacity to augment idea generation and development. Qualitative thematic analysis of students’ reflections highlighted AI’s dual role in fostering inclusivity by reducing evaluation apprehension (reported by 80% of participants), while introducing challenges such as cognitive fixation on AI-generated ideas (45%) and role ambiguity, where AI was perceived as a dominant “team leader” (30%). Students noted that AI fostered participation but risked overshadowing human agency and critical engagement. These findings underscored that GenAI’s potential as a cognitive collaborator in educational settings enhances creative output and psychological safety, yet emphasize the need for pedagogical frameworks that balance AI integration with strategies to mitigate over-reliance. Implications for higher education and future human-AI research are provided.

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