Exploring College Students' AI Dependence in Human-AI Collaborative Creation: Development and Validation of the CC-PACE Model.

The development of Artificial Intelligence (AI) poses significant challenges to creativity research and practice. Managing the degree of AI dependence during the creative process is therefore critical to fostering the healthy development of human creativity. To address this concern, this study proposes the CC-PACE model by integrating the 5A's framework with the I-PACE model, and examines factors associated with AI dependence during the creative process. A cross-sectional survey was conducted with 813 college students in China, and the data were analyzed using partial least squares structural equation modeling (PLS-SEM). The results showed that (1) both creative personal identity and creative self-efficacy were positively associated with closeness with the audience and the perception of AI as a creative agent. (2) Both closeness with the audience and the perception of AI as a creative agent were positively associated with time spent using AI, usage preference, and perceived difficulty in avoiding AI use. (3) Time spent and usage preference were positively associated with students' creative self-assessment, whereas perceived difficulty in avoiding AI use was not significantly associated with creative self-assessment. This study provides a viable analytical framework for understanding AI dependence in creative contexts. The findings further suggest that teachers should help students develop an appropriate understanding of AI's role, strengthen students' creative agency, and emphasize process-oriented assessment in creative activities.