Knowledge Resource
Research Summary: The paradox of AI cognitive substitution: a moderated mediation model of the relationship between teacher support and student creativity
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 1 September 2026
- Last updated
- 30 September 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
This study explored the impact of AI cognitive substitution on the relationship between teacher support and student creativity, involving 324 art students. It found that perceived autonomy partially mediates this relationship. Crucially, high levels of AI cognitive substitution negatively weaken or nullify the beneficial effects of teacher support on perceived autonomy and, subsequently, on student creativity, suggesting a 'paradox of AI cognitive substitution'.
Why it matters
This research provides empirical evidence regarding the potential negative impact of artificial intelligence on human capabilities, specifically creativity, when AI substitutes cognitive functions. Understanding this 'paradox' is critical for developing strategies that leverage AI's benefits while preserving and enhancing human-centric skills and attributes across various domains.
Key insights
- Perceived autonomy partially mediates the link between teacher support and student creativity.
- AI cognitive substitution negatively moderates the path from teacher support to perceived autonomy.
- AI cognitive substitution negatively moderates the path from perceived autonomy to student creativity.
- High levels of AI cognitive substitution significantly weaken or nullify the positive mediating effect of perceived autonomy between teacher support and student creativity.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1902745
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Verification
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- Verification ID
- ASA-EXE-2026-00044
- Version
- v1.0 · r0
- Issued
- 1 September 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- The paradox of AI cognitive substitution: a moderated mediation model of the relationship between teacher support and student creativity
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.