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Creativity Growth Mindset in Generative AI-Assisted Learning: The Mediating Effect of Metacognitive Awareness (102105)
Session: On Demand
Room: Virtual Poster Presentation
Presentation Type: Virtual Poster Presentation
Generative artificial intelligence (GenAI) is increasingly recognized in higher education as a digital tool that can support students’ learning processes, particularly in fostering creative thinking. However, its influence on cognitive load and its subsequent effect on the role of metacognition in developing a creativity growth mindset remain unclear. This study examined the mediating role of metacognition awareness between cognitive load and a creativity growth mindset. A single-group pretest–posttest design was conducted with seventy college students enrolled in a ten-week programming course, with GenAI providing real-time guidance throughout the learning process. Metacognitive awareness, cognitive load, and a creativity growth mindset were measured using six-point Likert scales, and their interrelationships were examined using a process model analysis. The results showed that cognitive load was positively related to metacognitive awareness, suggesting that under high levels of cognitive load, students are more likely to employ metacognitive strategies to regulate their learning. The analysis further suggested that metacognitive awareness was positively associated with a creativity growth mindset, indicating that students with stronger self-monitoring and adjustment skills are more inclined to develop a creativity growth mindset. Notably, the direct effect of cognitive load on a creativity growth mindset was not significant, demonstrating that metacognitive awareness fully mediates this relationship. Overall, these findings emphasize that in GenAI-assisted learning environments, the cognitive load promotes a creativity growth mindset through metacognitive processes. Future research may further investigate the long-term impact of GenAI on cognitive and creative development, with attention to learner diversity, disciplinary contexts, and extended learning experiences.
Authors:
Rayen Jui-Yen Chang, National Chengchi University, Taiwan
About the Presenter(s)
Rayen Chang is currently a PhD student in Education at National Chengchi University (NCCU) in Taipei, Taiwan.
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Virtual Poster Presentation
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