Generative AI as an External Cognitive Tool: Cognitive Dependence, AI Literacy, and Perceived Academic Creativity

Generative artificial intelligence (GenAI) provides a new context for examining how external intelligent systems are associated with human cognitive agency and perceived creative intellectual functioning. Drawing on cognitive offloading theory and AI literacy research, this cross-sectional study tested a moderated mediation model linking GenAI use intensity, GenAI cognitive dependence, AI literacy, and perceived academic creativity. Survey data were collected from 936 undergraduates at six universities in China. Confirmatory factor analysis supported the empirical distinctiveness of the four focal constructs, and latent structural equation modeling was used to examine the hypothesized associations. GenAI use intensity showed a positive direct association with perceived academic creativity and a positive association with GenAI cognitive dependence; cognitive dependence was negatively associated with perceived academic creativity. The standardized direct and indirect associations operated in opposite directions, leaving a small model-implied net association (β ≈ 0.040). AI literacy was negatively associated with cognitive dependence and positively associated with perceived academic creativity. The use-dependence association was weaker at higher levels of AI literacy, and the negative indirect association through dependence was correspondingly smaller. These cross-sectional results are interpreted as associations and do not establish temporal or causal ordering.