Abstract
Generative AI (GAI) has now been widely integrated into higher education. While its impact on cognitive abilities (cognitive offloading) has been well-documented, its influence on creativity is less well-understood. This study analysed 12 video game design projects created by 36 second-year computer science students using generative AI tools. Despite the creative power of the tools, the results reveal a strong thematic convergence, with 50-58% of projects set in post-apocalyptic worlds, 75-83% featuring male protagonists and conventional narrative structures. This article discusses the pedagogical implications of this finding and proposes ways to integrate GAI judiciously.
Keywords: generative AI; creativity; cognitive offloading; creative homogenisation; game design; higher education
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