The paradox of AI cognitive substitution: a moderated mediation model of the relationship between teacher support and student creativity

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