ArticleJournal of Intelligence2026
Generative AI as an External Cognitive Tool for Developing Creative Intelligence in Visual Design: A Mixed-Methods Randomized Study Using Cognitive Load Indicators and Motivational Modeling.
Article in Journal of Intelligence, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Effects of integrating a structured design thinking strategy into generative AI-supported design learning on students' design achievement, creative self-efficacy, and problem-solving skills.Frontiers in psychology · 2026Article
- Generative Artificial Intelligence in Health Informatics Education: A Qualitative Exploration of Student Engagement, Perceived Educational Implications, and Ethical Considerations.Advances in medical education and practice · 2026Article
Corrections and comments
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Authors and funding
3 authors.
Funding
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Abstract
Generative artificial intelligence (GenAI) is rapidly transforming design education by enabling new forms of human-AI collaborative learning. However, how GenAI relates to cognitive and motivational processes in design learning contexts remains insufficiently understood. This study examines whether integrating GenAI into visual design instruction is associated with improvements in domain-specific creative performance and explores the relationships among cognitive load, learning motivation, and learning outcomes. A six-week randomized instructional experiment was conducted with 120 undergraduate students majoring in visual communication design. Creative performance was evaluated through blind expert ratings, and the relationships among key variables were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that GenAI-integrated instruction is associated with higher levels of learning motivation, engagement, and expert-rated creative performance compared with traditional instruction, whereas cognitive-load indicators show comparatively limited predictive strength within the overall model. In addition, Integrated Teaching Alignment (ITA) significantly moderates the relationship between perceived relevance and learning satisfaction. These findings suggest that GenAI may function as an external cognitive support tool, with learning outcomes appearing to be associated with motivational and instructional factors, while cognitive-load indicators show comparatively limited associations within this instructional context.
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Registered trials
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