Co-Creating with AI: How Communication Students Learn, Think, and Rely on Intelligent Systems

Autor/in	Chia-Shin Lin
Titel	Co-Creating with AI: How Communication Students Learn, Think, and Rely on Intelligent Systems
Quelle	In: Journal of Educational Computing Research, 64 (2026) 1, S. 155-179Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chia-Shin Lin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331251385944
Schlagwörter	Forschungsbericht; Test; Fragebogen; Artificial Intelligence; Technology Uses in Education; Foreign Countries; College Students; Digital Literacy; Self Efficacy; Thinking Skills; Creativity; Problem Solving; Taiwan + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Collegestudent; Self-efficacy; Selbstwirksamkeit; Denkfähigkeit; Kreativität; Problemlösen
Abstract	As artificial intelligence (AI) becomes increasingly integrated into higher education, particularly in creative disciplines, the role of AI turns into a co-creative partner. This study investigates the impact of AI-relevant training on media and communication students in Taiwan, focusing on the development of AI literacy, self-efficacy, higher-order thinking, creativity, and reliance. Drawing on a survey of 327 students who have received AI training, the study employs structural equation modelling to examine how critical thinking, problem-solving, and creative dispositions shape students' AI literacy and behavioral reliance. The results reveal that AI literacy significantly enhances task-based self-efficacy (assistance), but not emotional comfort with AI. Critical thinking and creative self-efficacy positively influence AI literacy, while problem-solving and creative identity do not. Notably, only perceived assistance--not AI literacy or comfort--predicts AI reliance, suggesting that functional confidence, rather than affect or knowledge alone, drives behavioral use. These findings highlight the nuanced dynamics of human-AI interaction in creative education and propose a shift toward a co-creativity pedagogical model. The study contributes theoretically to the evolving definition of AI literacy and practically to the design of curriculum that fosters ethical, reflective, and productive AI use in the creative industries. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/1/01