Can GenAI spark students’ creativity? A probe into effects and mechanisms based on self - determination theory

This study explores the potential of Generative AI (GenAI) to stimulate creativity among students in a project-based learning (PBL) context, with a specific focus on a design course. Drawing on Self-Determination Theory (SDT), the research delves into the effects and mechanisms through which GenAI fosters creativity. The study involved 22 third-year students enrolled in the ‘Product Design and Culture’ class, using qualitative methods. Results indicate that GenAI tools provided diverse design inspirations and novel perspectives. However, attitudes towards GenAI varied, with some students expressing concerns about the originality, design rationality, and creative depth limitations of AI-generated content. Despite these concerns, GenAI enhanced students’ autonomy, intrinsic motivation, and active learning in the PBL context. Cognition and prompt inputs influenced their sense of competence. Furthermore, a GenAI-enabled PBL environment facilitated interaction with both peers and AI.