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Rayen Jui-Yen Chang, National Chengchi University, TaiwanAbstract
Despite the rapid growth of generative artificial intelligence (GenAI) and its potential to enhance social-emotional learning (SEL) skills such as self-awareness, empathy, and social competence through digital tools like real-time emotional feedback, its role in higher education remains underexplored. Challenges including algorithmic bias, ethical concerns, and reduced human connection highlight the need to examine the impact of GenAI interventions on college students’ socio-emotional development. This study addresses this gap by examining the relationships among hope, positive emotions, and a growth mindset in creativity within the context of GenAI interventions. We employed a non-randomized single-group pretest-posttest design with sixty college students enrolled in an eight-week multimedia design course. The three constructs were measured using six-point Likert-type inventories, and a process model analysis was conducted to explore their interconnections. Our results indicated that hope was significantly positively associated with positive emotions, which in turn showed a strong positive relationship with a growth mindset in creativity. Importantly, the direct effect of hope on a growth mindset in creativity was not significant, suggesting that positive emotions mediate this relationship. These findings emphasize the key role of hope in promoting positive emotions, which subsequently support college students’ growth mindset in creativity, particularly in the context of GenAI interventions. Future studies could investigate the long-term effects of GenAI interventions and explore their application across diverse higher education settings, providing insight into their contributions to students’ emotional development and learning outcomes.
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