Original or AI-Assisted? Exploring the Creative Identity of Students in the Gen AI Era

The rapid growth of generative artificial intelligence tools in higher education seriously impacts how students generate ideas, write, solve problems, and express themselves creatively. In this paper, we investigated the evolving creative identity of students in the GenAI era by analysing the patterns of AI usage and perceived impact on creativity and originality. Primary data were collected through a structured questionnaire among undergraduate and postgraduate students, which incorporated Likert scale measures of creativity before and after the use of GenAI tools, combined with open ended responses. The analysis used descriptive statistics, visualizations in the form of bar charts, pie charts, and comparative graphs, along with certain inferential techniques like t tests, ANOVA, correlation and Multiple linear regression to examine the differences in the levels of creativity relating to the intensity and time of usage. Word cloud and sentiment analyses have also been considered to analyse qualitative perceptions of AI assisted creativity. From the findings, it is clear that while GenAI tools increase speed, clarify complex ideas, and support brainstorming, too much dependence on them will weaken students' self confidence in their own creative capacity and authorship. This study reveals a nuanced shift in creative identity from individual originality toward technology assisted co creation and expresses the imperative for AI literacy and creativity preserving practices within academic contexts to foster responsible and reflective use of GenAI tools.