Effects of Generative AI-Assisted Instruction on Creativity and Multidimensional Design Skills in Advertising Design Education: A Quasi-Experimental Study

Yaling  Zhang

Authors

Yaling Zhang School of Business and Advanced Technology Management, Assumption University, Thailand

Keywords:

Generative Artificial Intelligence; Creativity; Advertising Design Education; Design Skills; Quasi-Experimental Study

Abstract

Generative artificial intelligence (GAI) is increasingly being integrated into higher education and has shown considerable potential for supporting creativity and design learning. Although a growing body of research has explored the educational applications of GAI, empirical evidence regarding its effectiveness in advertising design education remains limited, particularly in relation to students’ multidimensional design performance. This study investigated the effects of GAI-assisted instruction on advertising design learning through a quasi-experimental pre-test–post-test design. A total of 85 digital media students participated in the study, with intact classes assigned to either a GAI-assisted instruction group or a traditional instruction group. Students’ advertising design performance was evaluated across five dimensions: theme design, creativity, audience relevance, visual effects, and copywriting. Analysis of covariance (ANCOVA) was employed to compare post-test performance while controlling for pre-test scores. The results revealed that students receiving GAI-assisted instruction significantly outperformed those receiving traditional instruction in overall advertising design performance and across all five dimensions. Specifically, significant improvements were observed in theme design, creativity, audience relevance, visual effects, and copywriting. Among these dimensions, creativity demonstrated the largest effect. These findings suggest that GAI can serve as an effective pedagogical support tool when embedded within structured instructional guidance. Rather than replacing students’ creative work, GAI appears to support multidimensional advertising design performance by facilitating exploration, refinement, and iterative design development. This study contributes empirical evidence to the growing literature on AI-supported design education and offers practical implications for developing creativity-oriented learning environments that integrate technological support with human judgment.

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