Facilitation or Inhibition: The Impact of Generative Artificial Intelligence on College Students’ Creativity

Abstract

Based on survey data from 2,531 undergraduates and interview materials from 15 undergraduates, this study explored the mechanism of generative artificial intelligence (GenAI) on college students’ creativity. The results showed that GenAI is a double-edged sword, which promotes self-regulated learning among college students while exacerbating academic misconduct such as plagiarism. GenAI does not directly shape college students’creativity. Instead, its impact on students’ creativity depends on their self-regulated learning and their awareness of ethical boundaries in the use of GenAI. The key factors leading to GenAI plagiarism and stifling college students’ creativity include the tension between the convenience of technology, the utilitarian learning approach fostered by meritocracy, and the contradiction between weak awareness of academic ethics and inadequate supervision. Self-regulated learning can reduce GenAI plagiarism by college students while lessening the negative impact of such GenAI plagiarism on their creativity. It is essential to enhance the self-regulated learning of college students, enable them to deal rationally with intelligent technology, and reduce the inappropriate use of GenAI for leveraging this technology to enhance their creativity.

Keywords

generative artificial intelligence (GenAI) / college students’ creativity / self regulated learning / GenAI plagiarism

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2025 Higher Education Press