The Effect of Artificial Intelligence-Based Learning on Emotional Creativity among High School Students

Abstract

The present study aimed to examine the effect of artificial intelligence-based learning on emotional creativity among high school students. Methodologically, this study was quasi-experimental and used a pretest–posttest design with a control group. The statistical population consisted of male high school students who were studying during the 2024–2025 academic year. After initial screening using the Emotional Creativity Scale, 30 students who had obtained lower scores in emotional creativity were selected and randomly assigned to an experimental group and a control group, with 15 participants in each group. The experimental group participated in an artificial intelligence-based learning program over eight 90-minute sessions, whereas the control group received no intervention during this period. The research instrument was Averill’s Emotional Creativity Scale, and the data were analyzed using multivariate and univariate analysis of covariance. The results of the multivariate analysis of covariance showed that, after controlling for the effect of pretest scores, there was a significant difference between the two groups in the linear combination of the components of emotional creativity; specifically, Pillai’s trace for the group variable was 0.746, with F = 37.33, p = 0.001, and an effect size of 0.746. The results of the univariate analyses also indicated that artificial intelligence-based learning had a significant effect on increasing the novelty component; the adjusted mean of novelty was 86.24 in the experimental group and 70.05 in the control group, and the group effect was statistically significant, F = 50.66, p = 0.001, η² = 0.664. In addition, for the effectiveness/authenticity component, the adjusted mean was 100.31 in the experimental group and 82.44 in the control group, and the difference between the two groups was reported to be significant, F = 45.16, p = 0.001, η² = 0.638. Based on the findings, the purposeful and ethical use of artificial intelligence tools can be considered a novel approach to strengthening the creative and emotional aspects of learning among students. However, due to the limited sample size, the use of a self-report instrument, and the absence of a follow-up phase, the results should be interpreted with caution.