Impact of generative artificial intelligence (GAI) applications on creativity skills for college students

Abstract

This study aims to explore the impact of integrating generative artificial intelligence applications (GAI) on creativity in college students in Palestine. The researchers used a mixed design experimental design with experimental and control groups from college technology education students. A mixed-methods, quasi-experimental design. A sample of 50 educational technology students at a Palestinian university was randomly assigned to an experimental group (n = 25), which used GAI tools (ChatGPT, Bard, Copilot) for learning, and a control group (n = 25), which followed traditional instruction. Quantitative data were collected using a validated 18-item creativity scale measuring fluency, flexibility, originality, and elaboration. Qualitative insights were gathered through semi-structured interviews with 17 participants from the experimental group to explore experiential and perceptual dimensions of GAI use. The results of the study indicated a statistically significant difference between the average scores of the students of the control group and the average scores of the experimental group students in the post-test, in favor of the experimental group. Analysis of the four creative dimensions revealed that GAI had the strongest impact on fluency (idea generation) and flexibility (adapting perspectives), a moderate impact on elaboration (developing details), and a smaller, more complex impact on originality (novelty of ideas), where ethical considerations such as plagiarism risk emerged. Furthermore, the study clarifies that the beneficial effect of GAI on creativity was not moderated by student gender or prior digital skills, suggesting the tools are broadly accessible and effective across these demographics. However, a significant interaction was found with academic performance (GPA): students with “Good” and “Very Good” GPAs benefited most, while those with “Excellent” GPAs showed comparatively smaller gains, possibly due to ceiling effects or differing intrinsic motivation. Also no interaction between gender among groups and GPA was reported as statistically significant, which impacted creativity scores. There is an interaction effect between digital skills and groups on creativity scores of college students. Recommendations include using effective teaching strategies while using GAI that motivates creative thinking. The results advocate for the thoughtful integration of GAI in higher education, supported by structured teaching strategies, ethical training, and collaborative learning models to amplify creativity while mitigating risks to originality and independent thought.

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