IJIET 2025 Vol.15(8): 1648-1658
doi: 10.18178/ijiet.2025.15.8.2366
doi: 10.18178/ijiet.2025.15.8.2366
Generative AI Technology and Creativity in Smart Digital Content Production among University Students
Ahmed Sadek Abdelmagid1,*, Abdullah Yahya Al-Mohaya1, Asem Mohammed Ibrahim1, and Ahmed Ali Teleb2
1. Department of Education and Learning, College of Education, King Khalid University, Abha, Kingdom of Saudi Arabia
2. Department of Psychology, College of Education, King Khalid University, Abha, Kingdom of Saudi Arabia
Email: abdelmagid@kku.edu.sa (A.S.A.); almohaya@kku.edu.sa (A.Y.A.-M.); amibrahim@kku.edu.sa (A.M.I.); mmahmod@kku.edu.sa (A.A.T.)
*Corresponding author
2. Department of Psychology, College of Education, King Khalid University, Abha, Kingdom of Saudi Arabia
Email: abdelmagid@kku.edu.sa (A.S.A.); almohaya@kku.edu.sa (A.Y.A.-M.); amibrahim@kku.edu.sa (A.M.I.); mmahmod@kku.edu.sa (A.A.T.)
*Corresponding author
Manuscript received February 10, 2025; revised March 3, 2025; accepted April 7, 2025; published August 18, 2025
Abstract—Recently, there has been significant development in the use of generative Artificial Intelligence (AI), particularly concerning education and digital content production. AI has become a useful tool for improving creativity skills that lets teachers create and design advanced digital material to help their students learn more efficiently. Still, many academic institutions continue to rely on old-school approaches that put hypothetical academic goals first, thereby stifling the development of students’ creative thinking abilities. This research aimed to fill this transitional gap by looking into the impact of generative AI on the development of digital creativity skills among master’s degree students enrolled in the “Computers in Education” course at King Khalid University. The study used a quasi-experimental approach with a two-group design: an experimental group of 32 male and female students who received training on generative AI platforms and a similar control group taught using traditional methods. Digital creativity skills were measured across four main dimensions: digital fluency, digital resilience, digital authenticity, and digital vitality. The results of the statistical analysis showed notable differences in favor of the experimental group, showing that generative AI played a huge role in enhancing students’ skills in producing creative digital content. The impact of using this technology also positively impacted their developing digital creativity skills. The study recommended integrating generative AI into educational curricula to improve digital creativity and provide interactive learning environments powered by AI to meet the needs of the digital labor market.
Keywords—generative artificial intelligence, digital creativity, smart content design, technology in education, interactive learning
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—generative artificial intelligence, digital creativity, smart content design, technology in education, interactive learning
Cite: Ahmed Sadek Abdelmagid, Abdullah Yahya Al-Mohaya, Asem Mohammed Ibrahim, and Ahmed Ali Teleb, "Generative AI Technology and Creativity in Smart Digital Content Production among University Students," International Journal of Information and Education Technology, vol. 15, no. 8, pp. 1648-1658, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).