AI as a creative partner: a PRISMA review of AI’s role in supporting creativity in education

[Data availability statement] Publicly available datasets were analyzed in this study. This data can be found at: Université Côte d’Azur repository.

Detalles Bibliográficos
Autores: Urmeneta, Alejandro, Romero, Margarida
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Consejo Superior de Investigaciones Científicas (CSIC)
Repositorio:DIGITAL.CSIC. Repositorio Institucional del CSIC
OAI Identifier:oai:digital.csic.es:10261/403381
Acceso en línea:http://hdl.handle.net/10261/403381
https://api.elsevier.com/content/abstract/scopus_id/105014824155
Access Level:acceso abierto
Palabra clave:Artificial intelligence
Chatbots
Creative process
Divergent thinking
Education
Creativity
id ES_8e7fedfd10e1aa3bac67dfddfb8a628b
oai_identifier_str oai:digital.csic.es:10261/403381
network_acronym_str ES
network_name_str España
repository_id_str
spelling AI as a creative partner: a PRISMA review of AI’s role in supporting creativity in educationUrmeneta, AlejandroRomero, MargaridaArtificial intelligenceChatbotsCreative processDivergent thinkingEducationCreativity[Data availability statement] Publicly available datasets were analyzed in this study. This data can be found at: Université Côte d’Azur repository.This article is part of the Research Topic: Teaching and Assessing with AI: Teaching Ideas, Research, and ReflectionsCreativity is considered an important competency for personal and professional development in the current society. With the integration of artificial intelligence (AI) in education, there is increasing interest in understanding how AI can support the creative process and how its usage in various contexts might affect user agency. Nevertheless, the specific role of AI in the support to the creative process is not clearly identified in the literature. To address this gap, a comprehensive PRISMA review of the existing research explored the different contexts and use cases for AI in support of creativity, identifying 20 articles from the ScienceDirect database after a systematic review of 111 research papers. The 20 selected papers identified 5 primary use cases for AI in support of creativity in educational settings including academic achievement, chatbots, diagnostics and evaluation, and literature reviews and frameworks. Of these use cases, the most common applications of AI tend to occupy a more passive role where it supports brainstorming, creative writing, and adaptive learning systems. In these instances, user agency is considered high as the user is actively leading the process. In situations where AI functions as a co-collaborator, human agency is reduced as AI takes on a more substantial role in the creative process. Domain and context also play a role in how AI is currently supporting creativity in educational settings. Generic domains support divergent thinking while more specific domains may reduce creative possibilities, but provide more structured support in the creative process.The author(s) declare that financial support was received for the research and/or publication of this article. This study was funded by the Horizon Europe “Augmented Intelligence for Pedagogically Sustained Training and Education” (augMENTOR). Grant agreement ID: 101061509.Peer reviewedFrontiers MediaEuropean CommissionConsejo Superior de Investigaciones Científicas [https://ror.org/02gfc7t72]202520252025info:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_dcae04bcPublisher's versioninfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://hdl.handle.net/10261/403381https://api.elsevier.com/content/abstract/scopus_id/105014824155reponame:DIGITAL.CSIC. Repositorio Institucional del CSICinstname:Consejo Superior de Investigaciones Científicas (CSIC)Inglés#PLACEHOLDER_PARENT_METADATA_VALUE#info:eu-repo/grantAgreement/EC/HE/101061509The underlying dataset has been published as supplementary material of the article in the publisher platform at DOI https://doi.org/10.3389/feduc.2025.1602151https://doi.org/10.3389/feduc.2025.1602151Síinfo:eu-repo/semantics/openAccessoai:digital.csic.es:10261/4033812026-05-22T06:33:51Z
dc.title.none.fl_str_mv AI as a creative partner: a PRISMA review of AI’s role in supporting creativity in education
title AI as a creative partner: a PRISMA review of AI’s role in supporting creativity in education
spellingShingle AI as a creative partner: a PRISMA review of AI’s role in supporting creativity in education
Urmeneta, Alejandro
Artificial intelligence
Chatbots
Creative process
Divergent thinking
Education
Creativity
title_short AI as a creative partner: a PRISMA review of AI’s role in supporting creativity in education
title_full AI as a creative partner: a PRISMA review of AI’s role in supporting creativity in education
title_fullStr AI as a creative partner: a PRISMA review of AI’s role in supporting creativity in education
title_full_unstemmed AI as a creative partner: a PRISMA review of AI’s role in supporting creativity in education
title_sort AI as a creative partner: a PRISMA review of AI’s role in supporting creativity in education
dc.creator.none.fl_str_mv Urmeneta, Alejandro
Romero, Margarida
author Urmeneta, Alejandro
author_facet Urmeneta, Alejandro
Romero, Margarida
author_role author
author2 Romero, Margarida
author2_role author
dc.contributor.none.fl_str_mv European Commission
Consejo Superior de Investigaciones Científicas [https://ror.org/02gfc7t72]
dc.subject.none.fl_str_mv Artificial intelligence
Chatbots
Creative process
Divergent thinking
Education
Creativity
topic Artificial intelligence
Chatbots
Creative process
Divergent thinking
Education
Creativity
description [Data availability statement] Publicly available datasets were analyzed in this study. This data can be found at: Université Côte d’Azur repository.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
http://purl.org/coar/resource_type/c_dcae04bc
Publisher's version
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10261/403381
https://api.elsevier.com/content/abstract/scopus_id/105014824155
url http://hdl.handle.net/10261/403381
https://api.elsevier.com/content/abstract/scopus_id/105014824155
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv #PLACEHOLDER_PARENT_METADATA_VALUE#
info:eu-repo/grantAgreement/EC/HE/101061509
The underlying dataset has been published as supplementary material of the article in the publisher platform at DOI https://doi.org/10.3389/feduc.2025.1602151
https://doi.org/10.3389/feduc.2025.1602151
Sí
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv reponame:DIGITAL.CSIC. Repositorio Institucional del CSIC
instname:Consejo Superior de Investigaciones Científicas (CSIC)
instname_str Consejo Superior de Investigaciones Científicas (CSIC)
reponame_str DIGITAL.CSIC. Repositorio Institucional del CSIC
collection DIGITAL.CSIC. Repositorio Institucional del CSIC
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869413134091943936
score 15.81155

Similares en LA Referencia