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Rayen Jui-Yen Chang, National Chengchi University, TaiwanAbstract
Literacy assessment is crucial for cultivating college students’ learning and creativity, particularly in higher education. Existing studies have shown that generative artificial intelligence (GenAI) can provide timely feedback and guidance to help students better understand tasks. However, despite these potential benefits, its effects on literacy assessment remain underexplored. This study investigates the relationships among cognitive load, metacognitive awareness, and a creativity growth mindset to address this research gap in the context of GenAI interventions. A single-group pretest-posttest design was employed, involving seventy college students enrolled in an eight-week programming design course. The key constructs were assessed using six-point Likert-type scales, and a process model analysis was conducted to examine their interrelationships. The results demonstrated that cognitive load was significantly positively associated with metacognitive awareness, which in turn showed a strong positive relationship with a creativity growth mindset. In particular, the direct effect of cognitive load on creativity growth mindset was not significant, indicating that metacognitive awareness fully mediates this relationship. These findings suggest that while higher cognitive load can promote the use of metacognitive strategies, GenAI interventions may enhance students’ metacognitive awareness and support a creativity growth mindset under manageable cognitive load conditions. Future research could examine the long-term effects of GenAI-assisted literacy assessment across diverse higher education contexts to better understand its role in promoting students’ literacy skills, learning experiences, and outcomes.
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