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Rayen Jui-Yen Chang, National Chengchi University, TaiwanAbstract
Project-based learning (PBL) has been recognized in higher education as a pedagogical approach that enhances learning experiences and builds interdisciplinary competencies. However, while it engages students in authentic tasks that foster collaboration and self-regulation, assessment and feedback remain challenging in both practice and research. Recently, generative artificial intelligence (GenAI) has shown potential in addressing these challenges by supporting assessment and providing timely feedback, with its effects on students’ psychological processes in PBL still remaining underexplored. This study examined the relationships among hope, metacognitive awareness, and a creativity growth mindset in the context of GenAI-assisted PBL assessment to address this research gap. A single-group pretest–posttest design was implemented with sixty college students enrolled in a ten-week multimedia design course. Students worked in groups to create a collaborative project, receiving feedback on their work from GenAI. The constructs were measured using six-point Likert-type scales, and a process model was employed to examine their interrelationships. Our findings revealed that metacognitive awareness was significantly positively related to hope, which in turn was strongly positively associated with a creativity growth mindset. Notably, the direct effect of metacognitive awareness on a creativity growth mindset was not significant, indicating that hope fully mediated this relationship. These results suggest that GenAI-assisted PBL assessment can enhance students’ creativity growth mindset by promoting hope, which serves as a psychological mechanism linking metacognitive awareness to creative learning. Future studies can further explore this mechanism across disciplines and longer learning experiences to clarify GenAI’s long-term impact on PBL assessment.
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