The effects of generative AI on collaborative problem-solving and team creativity performance in digital story creation: an experimental study
Xiaodong Wei, Lei Wang, Lap–Kei Lee, Ruixue Liu
Abstract
Abstract As the demand for higher-order thinking skills continues to rise in the 21st century, the integration of Generative Artificial Intelligence (GAI) into educational practices has emerged as a promising tool. However, its full potential in enhancing collaborative problem-solving and team creativity within educational contexts, particularly in Digital Storytelling (DST), remains insufficiently explored. This study investigated the effects of GAI tools, including ChatGPT, Midjourney, and Runway, on university students’ Collaborative Problem-Solving (CPS) skills, Team Creativity Performance (TCP), and their perceptions of GAI’s role in DST creation. Employing a mixed-methods approach, the study utilized pre- and post-surveys along with semi-structured interviews to assess these outcomes. Over a 20-week DST training program, sixty university students were randomly assigned to either an experimental group creating their DST with the aid of GAI tools or a conventional group designed DST via traditional methods. Results indicated that the integration of GAI tools in DST creation significantly enhanced students’ CPS skills. Furthermore, the experimental group demonstrated better performance in team creativity, particularly in the user experience and novelty dimensions. It also revealed that while students generally held a positive attitude toward the use of GAI in DST creation, they also expressed concerns about potential cognitive offloading, over-reliance on GAI technology, and the lack of emotional support. This study offers valuable insights for educators and researchers seeking to incorporate GAI technologies into DST creation as a way to foster collaborative learning and creativity in educational settings.