The Impact of Artificial Intelligence on the Creativity of Chinese College Students

Abstract

The rapid integration of artificial intelligence (AI) tools into higher education has sparked debate about their influence on students’ creativity, critical thinking, and problem-solving abilities. Drawing on the technology acceptance model (TAM) and cognitive load theory (CLT), this qualitative study explores how college students perceive and experience AI tools in creativity-related tasks. Semi-structured interviews were conducted with seven undergraduate students from diverse academic disciplines (computer science, psychology, engineering, art & design, business, literature, and mathematics). Thematic analysis revealed three overarching themes: (a) AI enhances creative thinking and problem-solving by reducing cognitive load and offering novel perspectives, but participants expressed concerns about over-dependence and loss of independent thinking; (b) AI’s role in creative output varies across academic and non-academic contexts-providing efficiency and inspiration while sometimes restricting originality and emotional depth; (c) students hold ambivalent attitudes, valuing AI’s utility but questioning its impact on authenticity, ownership, and academic integrity. The findings indicate that AI can serve as a catalyst for creativity when used as a supportive tool, but educational institutions must develop clear guidelines to prevent cognitive offloading, ethical misuse, and the erosion of original thought. Practical implications are discussed for educators, policymakers, and AI designers.