π©βπ¨ Are Students Losing Their Creative Edge with Generative AI?
Explore the impact of Generative AI on creativity, from inspiration to limitation
The days of endlessly scrolling through stock photos are over! With Generative AI, you can create the exact image or video you need in seconds. For students, this means expressing ideas faster and more vividly than ever before, unlocking new possibilities for creative projects and storytelling.
But with every game-changing innovation comes important questions. While AI makes creativity more accessible, could it also limit original thinking by offering too many ready-made solutions? And what happens when AI-generated content doesnβt quite match the vision or worse, produces something completely off the mark?
In this newsletter, weβll take a closer look at how AI is transforming creative expression in the classroom and what it means for the future of learning.
Here is an overview of todayβs newsletter:
Resources to support students in creating self-directed projects
Key insights from an interview with a student in the creative field navigating the use of Generative AI in the creative industry
A study on how Generative AI may contribute to metacognitive laziness
Results from schools that have implemented Khanmigo in the classroom
π Practical AI Usage and Policies
ποΈ Student Perspectives on AI
Gen Z Can't Separate Fact From AI Fiction (US News Opinion)
An 18-year-old, Amy Wong, shares her take on AI, leaning toward a more cautious view on AI-generated content. She highlights how Gen Z struggles to tell the difference between real and fake content. One of the most compelling points she makes is the urgent need for media literacy education from a young age. While states like California have passed laws to address this, implementation has been slow.
What this teenager wants you to know about the damaging effects of AI (CNN Health)
In this CNN interview, a student highlights the dangers of AI-generated content and the challenges it poses to building genuine connections. Many teens today are becoming increasingly skeptical of online content, particularly with the rise of AI-generated content. It has fueled a growing mistrust in what teens encounter online, leading to calls for labels or watermarks on AI-generated material. This mistrust isnβt confined to the internet, but also affects how teens perceive authority and information in their daily lives.
π The Latest Reads
Are the Internet and AI affecting our memory? What the science says (Nature)
Last yearβs word of the year was βbrain rot,β but does this really signify a downward trend between cognitive thinking (including memory) and AI/Internet usage? While some studies suggest that reliance on these tools may impair our memory recall and promote cognitive laziness, researchers argue that the impact is more nuanced, with limited evidence of broader memory decline. As AI tools like ChatGPT become more integrated into daily life, concerns about misinformation and cognitive offloading are growing. However, experts emphasize the importance of balancing technology use with active learning and critical thinking to preserve and enhance cognitive abilities.
ChatGPTβs agent can now do deep research for you (The Verge)
OpenAI has introduced a new deep research feature for ChatGPT Pro users, enabling the AI to autonomously plan and execute multi-step processes to gather data. The tool offers transparency by displaying a sidebar summary of its steps, citations, and references. While the feature shows potential, it still has limitations, such as occasional hallucinations and difficulties in distinguishing reliable sources from rumors.
π Resources for Educators
Research Study Repository (Stanford SCALE Initiative Accelerator for Learning)
Effectively integrating AI into K-12 education takes careful thought and research, especially when tackling challenges like bias, privacy concerns, and adapting AI to younger learners. To address this, the Stanford team behind the Generative AI for Education Hub has partnered with schools and policymakers to create a platform that bridges AI and education safely. The hub offers a range of filters and a vast collection of research papers, giving educators the tools to explore and implement AI-driven solutions in their classrooms.
Foundational Policy Ideas for AI in Education (TeachAI)
TeachAI recently released a series of policy resources including informational briefs, policy ideas, and presentation materials to help education and policy leaders navigate AI policy that both take into account the potential benefits of AI in education while mitigating the risks.
A framework for the Learning and Teaching of Critical AI Literacy skills (The Open University)
The Open University presents a framework for teaching and learning Critical AI Literacy, highlighting the importance of critically analyzing AI content, responsibly using the technology, and communicating effectively with it. It outlines practices that educators can use to embed AI literacy into curricula and emphasizes fostering self-reflective mindsets.
How can generative AI (GenAI) support students as they pursue self-directed projects? The Creative Computing Lab at Harvardβs Graduate School of Education tackles this question as they explore how students can use these tools thoughtfully in a way that promotes creativity and learning. Based on insights from students and faculty, they created a guide that breaks down practical strategies and key considerations for weaving GenAI into student-driven projects in a way that keeps their voice and learning at the center.
π£ Student Voices and Use Cases
This week, we had a chance to interview Sean Amaso, a student at Kennesaw State University pursuing a Masterβs in Professional Writing with a focus on Creative Writing/Screenwriting. In the following, we present select highlights from these conversations, which have been slightly edited for enhanced clarity and precision:
Q: How do you see AI playing a role in the creative field?
A lot of people are currently seeing GenAI with a shiny new toy mentality and looking at the pros so much. βI mean, as much as I am against GenAI, there are definitely some pros to it. βHowever, I also have some concerns. The creative field is quite competitive, and AI is going to shake up the industry. βI mean, you're already starting to see it with a lot of companies coming out using it. βAnd, if it becomes more and more helpful for them, then it becomes the question of, why am I paying these people who are having a hard time understanding what I'm trying to do and cost me so much money when I can just use AI to do it for me for less? βIt's going to put a lot of people out of business. βNot only that, but you can take a lot of the human aspect away from what we see right now in comic books, television shows, movies, art, and more. We put our souls and our entire beings into what we create so that we can connect with others. βI think AI can limit that sense of humanity and human connection with other people.
Q: How has AI impacted your experience as a student?
As a student, I never thought I would see myself talking more about GenAI and being more mindful of why we make art and why we try to bring emotion and connection to our work. This whole GenAI thing has made me more open-minded to the whole ordeal instead of trying to demonize GenAI. Iβve been exposing myself to its pros and cons to see what both sides have to offer and see if we can come to an agreement.
Q: How would you advise the public on the best way to approach and engage with AI?
βApproach it with an open and cautious mind. Don't be closed off to it, because you start demonizing those who use it. Don't be fully assumed with it, because you'll lack the awareness of how it's affecting people. You gotta keep an open mind about it. You gotta be cautious about it. Start a conversation so that we can better find a way of balancing both sides. βExplore it for yourself. Listen around. Listen to both sides and come to your own conclusion.
π Latest Research in AI + Education
Centre for Research in Assessment and Digital Learning (CRADLE): Deakin University, Australia
The study explores how students and educators define acceptable AI use in academic assessments.
Interviews were conducted with 19 students and 12 educators at an Australian university.
Both students and teachers struggle to determine clear boundaries for AI use.
Students tend to create their ethical frameworks due to unclear guidelines, while teachers experience stress and professional uncertainty in enforcing AI-related rules.
The phrase "drawing the line" was frequently used to describe uncertainty about AIβs role.
Current policies fail to provide clear and practical guidance for AI use in assessments.
The study proposes the Dynamic Educational Boundaries Model (DEBM) to help define AI usage. DEBM emphasizes integrating AI guidelines into assessments, adapting to different disciplines, and providing institutional support.
The authors suggest shifting from strict AI bans to clearer, structured integration into education.
Corbin, T., Dawson, P., Nicola-Richmond, K., & Partridge, H. (2025). βWhereβs the line? Itβs an absurd lineβ: towards a framework for acceptable uses of AI in assessment. Assessment & Evaluation in Higher Education, 1β13. https://doi.org/10.1080/02602938.2025.2456207Peking University, Monash University, Zhejiang Lab
The study examines how AI, particularly ChatGPT, affects students' learning motivation, SRL processes, and performance.
117 university students participated in an experiment comparing AI-assisted learning, human tutoring, writing analytics tools, and no external support.
ChatGPT significantly improved essay scores, even surpassing human expert assistance. However, it did not enhance intrinsic motivation, knowledge gain, or knowledge transfer.
Students relying on ChatGPT showed signs of metacognitive laziness, meaning they engaged less in self-regulated learning.
Compared to AI users, students working with human tutors or writing analytics tools exhibited stronger metacognitive engagement.
The study suggests that AI should supplement, not replace, human guidance in education. It highlights the need for structured AI integration to prevent students from becoming overly dependent on generative AI tools.
Fan, Y., Tang, L., Le, H., Shen, K., Tan, S., Zhao, Y., Shen, Y., Li, X., & GaΕ‘eviΔ, D. (2024). Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance. British Journal of Educational Technology, 00, 1β42. https://doi.org/10.1111/bjet.13544π° In the News
Forbes
Half a Million Students Given ChatGPT as CSU Makes AI History βοΈ
Key takeaways:
The California State University (CSU) system, serving nearly 500,000 students across 23 campuses, is integrating ChatGPT Edu into its curriculum and operations, marking the most significant AI rollout in a single educational institution.
The initiative aims to develop AI literacy among students, equipping them with in-demand skills for the job market, while faculty gain access to AI-driven research and teaching tools. The broader economy benefits from a workforce skilled in AI, strengthening Californiaβs leadership in the sector.
CSU has formed the AI Workforce Acceleration Board with tech giants like Google, Microsoft, NVIDIA, and IBM to align AI training programs with industry needs and reduce reliance on international AI talent.
The initiative includes an AI Hub for centralized AI access and training, faculty training to enhance teaching and research, and AI-focused apprenticeships to create a pipeline of skilled graduates ready for AI-driven jobs.
WBPF 25 News
Some Palm Beach County schools utilizing AI chatbot in classrooms βοΈ
Key takeaways:
Palm Beach County schools have adopted Khanmigo, an AI-powered tutoring assistant, initially launching in select high schools in January 2024 and expanding to all middle and high schools for the 2024-2025 school year.
Khanmigo helps students in various subjects by guiding them through problems rather than providing direct answers, fostering confidence and independent learning. Some students report feeling more comfortable asking questions they previously hesitated to ask.
Schools using Khanmigo have already seen positive results, with one school reporting nearly a 10% increase in math performance on the Florida Assessment of Student Thinking compared to the previous year.
Although they were initially met with skepticism, educators now praise Khanmigo for saving prep time and improving classroom insights. Parents also appreciate the tool as a free, accessible tutoring resource for students at home.
And thatβs a wrap for this weekβs newsletter! If you enjoyed our newsletter and found it helpful, please consider sharing this free resource with your colleagues, educators, administrators, and more.