“Impact of Generative Artificial Intelligence on Creative Originality and Design Thinking among Graphic Design Students”
DOI:
https://doi.org/10.70577/0p0tya49Keywords:
generative artificial intelligence, creative originality, design thinking, expanded creativity, graphic design, higher education.Abstract
The incorporation of generative artificial intelligence into higher education is transforming visual creation processes and graphic design instruction, creating opportunities to enhance ideation while also presenting challenges regarding operational dependency and creative originality. This study aimed to experimentally analyze the impact of generative AI on creative originality and design thinking among university graphic design students; the findings are interpreted conceptually rather than statistically within the framework of human-AI expanded creativity. A mixed-methods study with a sequential explanatory quasi-experimental design was conducted using a sample of 96 students divided into a control group and an experimental group. Data were collected via pre-tests, post-tests, analytical rubrics assessed by two external judges, and focus groups, and were analyzed using ANOVA, Spearman correlation, and thematic analysis; the study does not include structural equation modeling (PLS-SEM). The results demonstrated significant improvements in creative originality and design thinking within the experimental group findings consistent with the interpretive role attributed to human AI expanded creativity. The study concludes that artificial intelligence serves as a pedagogical resource that boosts creative processes when integrated through strategies centered on critical thinking and collaborative interaction between students and intelligent systems.
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Copyright (c) 2026 Jorge Fernando Estrella Maya , Víctor Patricio Morejón Hidalgo , Patricio Fernando Alarcón Larrea , Viviana Elizabeth Cajas Cajas , Pablo Xavier Rosas Chavez (Autor/a)
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