How the integration of generative AI in design thinking-based collaborative learning impacts student creativity

This research examines how the use of generative artificial intelligence (GAI) influences university student creativity in collaborative learning environments that employ design thinking methodologies. Drawing on constructivist learning theory and creativity research, we conducted five classroom experiments in which student groups completed assignments. In four of these experiments, involving assignments scaffolded by design thinking, groups that used GAI tools consistently produced solutions evaluated as less creative than those generated without the help of GAI. In a fifth, non-design thinking assignment included for comparison, this pattern was not observed. These findings suggest that while GAI may assist with aspects of the design thinking process, its use can undermine creative engagement when it replaces rather than supports human ideation and reflection. Our results challenge assumptions about the benefits of GAI for creativity, particularly in collaborative university settings where design thinking is employed.