The paradox of AI cognitive substitution: a moderated mediation model of the relationship between teacher support and student creativity
TL;DR
When AI's cognitive substitution exceeds a specific threshold, it may interfere with the mechanism underlying students’ self-perceived autonomy, moderate the effectiveness of teacher support, and raise concerns regarding creativity cultivation within this particular sample; these findings merit further validation across broader educational contexts.
Abstract
This study investigates how AI cognitive substitution affects the relationship between teacher support and student creativity. A total of 324 art students were recruited as participants. A combination of questionnaire surveys and expert evaluations was employed to construct and test a moderated mediation model. Perceived autonomy partially mediated the relationship between teacher support and student creativity. AI cognitive substitution negatively moderated both the path from teacher support to perceived autonomy and the path from perceived autonomy to student creativity. When the level of cognitive substitution was high, this mediating effect was significantly weakened or even nullified. This study provides preliminary empirical evidence for examining the ‘AI Cognitive Substitution Paradox.’ Within the context of this study, when AI's cognitive substitution exceeds a specific threshold, it may interfere with the mechanism underlying students’ self-perceived autonomy, moderate the effectiveness of teacher support, and raise concerns regarding creativity cultivation within this particular sample. However, given the exploratory nature of this research, these findings merit further validation across broader educational contexts.