Creativity in the age of AI: Exploring moderated mediation relationships between AI use, AI dependence, and academic support in higher education

Artificial intelligence is increasingly being adopted in higher education. However, its usage has created new possibilities and challenges. It has transformed the way students acquire and apply knowledge. Although AI usage improves efficiency, concerns remain regarding its potential negative impact on creativity. Drawing on Cognitive Load Theory and Self-Determination Theory, this study examines the role of AI use in shaping students' creativity in the Hail region of Saudi Arabia, with AI dependence as a mediator and academic support as a moderator. Using a cross-sectional design, data were collected from 349 university students. Convenience sampling was used to select the participants. The analysis was conducted using Partial Least Squares Structural Equation Modeling, with SmartPLS-4. The findings indicated a strong positive association between AI usage, AI dependence, and creativity. The results further showed that AI dependence significantly mediated the relationship between AI usage and creativity. The result further indicates that academic support shapes the relationships between AI usage, AI dependence, and creativity. Furthermore, the moderated mediating roles of academic support were significant. This study provides policymakers and educators with insights into the negative impact of AI usage on students' creative capacities and strategies to strike a balance between AI usage and creativity.