Perceived Cognitive and Creative Outcomes of Generative AI-Assisted Content Development Among Malaysian Media Students

Abstract

Generative artificial intelligence (GenAI) is increasingly integrated into the content-development practices of media students. Although GenAI tools can assist with brainstorming, research, drafting, and content refinement, their growing use raises concerns about over-reliance, originality, accuracy, authorship, and students’ continued involvement in the creative process. This study examines Malaysian media students’ perceptions of GenAI-assisted content development and its associations with cognitive engagement and creative performance. ChatGPT was treated as a representative GenAI tool because it was the platform examined in the original dataset. A quantitative cross-sectional design was employed using an online questionnaire completed by 200 media students aged 18 to 26 who had experience using ChatGPT for content development. The data were analysed using descriptive statistics, Spearman’s rank-order correlations, and Chi-square tests of independence. The findings show that students commonly used ChatGPT when they lacked ideas (91%), were rushing for time (67%), or faced research constraints (43%). Its most frequent applications were brainstorming ideas (74%), generating outlines (62%), and assisting with research (55%). Most respondents perceived ChatGPT as improving efficiency and shortening task-completion time. In addition, 66% reported that the quality of their content had somewhat improved, while 56% perceived a moderate influence on their creativity. Nevertheless, students expressed uncertainty about the accuracy and reliability of AI-generated content and identified overreliance, reduced independent thinking, and limited originality as significant risks. More frequent reliance on ChatGPT was positively associated with more favourable perceptions of content development, content quality, creativity, and AI accuracy. These results should be interpreted as self-reported perceptions and associations rather than evidence of causal effects or objective performance gains. The findings suggest that students perceive GenAI as most educationally valuable when they actively evaluate, adapt, and refine its outputs while retaining critical judgment, creative agency, and responsibility throughout content development.