The Impact of Guided Writing Strategies Based on Gen-AI and Multimedia on Creative Thinking Skills and Composition Creativity in Short Story Writing
Keywords:
Guided writing; Gen-AI; Multimedia; creative writing; creative thinking; composition creativityAbstract
This study aims to investigate the effectiveness of guided individual and group strategies based on Gen AI on creative writing skills and the quality of students' composition creativity in the short stories they produce. The research method used in this study was a quasi-experiment involving 253 high school students. The instruments used were the Torrance Creative Thinking Test, the composition creativity scale, and focus group interviews. The results of the study showed that guided individual and group writing strategies based on Gen-AI and multimedia were able to improve creative thinking skills and composition creativity in short story writing. The increase in flexibility is seen in the use of language variations and the adjustment of short stories to the topic of short story composition. The rise in originality is seen from the way students think, which is difficult to predict, and can produce creative and innovative short stories. The increase in elaboration is marked by their ability to express ideas with the use of more complex and varied linguistics. Furthermore, the increase in sensitivity is seen in the ability of students to adjust short stories to more comprehensive short story themes. So, individual and group guided writing strategies based on Gen-AI and multimedia can improve creative thinking skills and composition creativity in short story writing. This study implies that the integration of guided writing, both individually and in groups, is not only able to improve the ability to write creative short stories but also able to increase motivation to write and think creatively.
https://doi.org/10.26803/ijlter.24.7.21
References
Anani, G. E., Nyamekye, E., & Bafour-Koduah, D. (2025). Using artificial intelligence for academic writing in higher education: the perspectives of university students in Ghana. Discover Education, 4(1). https://doi.org/10.1007/s44217-025-00434-5
Barton, G., Khosronejad, M., Ryan, M., Kervin, L., & Myhill, D. (2024). Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity. Australian Educational Researcher, 51(4), 1311–1330. https://doi.org/10.1007/s13384-023-00641-9
Behrens, K. A., Marbach-Ad, G., & Kocher, T. D. (2024). AI in the Genetics Classroom: A Useful Tool but not a Replacement for Creative Writing. Journal of Science Education and Technology, 0123456789.
https://doi.org/10.1007/s10956-024-10160-6
Bender, S. M. (2024). Awareness of Artificial Intelligence as an Essential Digital Literacy: ChatGPT and Gen-AI in the Classroom. Changing English: Studies in Culture and Education, 31(2), 161–174. https://doi.org/10.1080/1358684X.2024.2309995
Black, R. W., & Tomlinson, B. (2025). University students describe how they adopt AI for writing and research in a general education course. Scientific Reports, 15(1), 8799. https://doi.org/10.1038/s41598-025-92937-2
Brosseuk, D. (2024). Mixing Pedagogies to Cultivate Joyful and Creative Young Writers in an Era of Standardised Writing Tests. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01726-5
Carey, M. D., Davidow, S., & Williams, P. (2022). Re-imagining narrative writing and assessment: a post-NAPLAN craft-based rubric for creative writing. Australian Journal of Language and Literacy, 45(1), 33–48.
https://doi.org/10.1007/s44020-022-00004-4
Daker, R. J., Viskontas, I. V., Porter, G. F., Colaizzi, G. A., Lyons, I. M., & Green, A. E. (2023). Investigating links between creativity anxiety, creative performance, and state-level anxiety and effort during creative thinking. Scientific Reports, 13(1), 1–14. https://doi.org/10.1038/s41598-023-39188-1
Ebrahimi, B., & Ebadi, S. (2024). Exploring the impact of screencast-based ipsative assessment on EFL students’ writing development. Language Testing in Asia, 14(1). https://doi.org/10.1186/s40468-024-00315-y
Evmenova, A. S., Regan, K., Mergen, R., & Hrisseh, R. (2024). Improving Writing Feedback for Struggling Writers: Generative AI to the Rescue? TechTrends, 68(4), 790–802. https://doi.org/10.1007/s11528-024-00965-y
Fang, M., Abdallah, A. K., & Vorfolomeyeva, O. (2024). Collaborative AI-enhanced digital mind-mapping as a tool for stimulating creative thinking in inclusive education for students with neurodevelopmental disorders. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01975-4
Gilbert, F., & Macleroy, V. (2021). Different ways of descending into the crypt: methodologies and methods for researching creative writing. New Writing, 18(3), 253–271. https://doi.org/10.1080/14790726.2020.1797822
Harris, D., Coleman, K., & Cook, P. J. (2023). Radical rubrics: implementing the critical and creative thinking general capability through an ecological approach. Australian Educational Researcher, 50(3), 729–745.
https://doi.org/10.1007/s13384-022-00521-8
Haubrock, P. J., Kurtul, I., Macêdo, R. L., Mammola, S., Franco, A. C. S., & Soto, I. (2024). Competency in invasion science: addressing stagnation challenges by promoting innovation and creative thinking. Environmental Management, 916–927. https://doi.org/10.1007/s00267-024-02035-8
Healey, B. (2025). Improving narrative writing by teaching the linguistics of imagination. Australian Journal of Language and Literacy, 48(1), 95–117. https://doi.org/10.1007/s44020-025-00078-w
Hubert, K. F., Awa, K. N., & Zabelina, D. L. (2024). The current state of artificial intelligence generative language models is more creative than humans on divergent thinking tasks. Scientific Reports, 14(1), 1–10. https://doi.org/10.1038/s41598-024-53303-w
Jansen, J. M. A. (2024). Influence of Teacher Beliefs on Employing EBT (Evidence-Based Teaching) in Creative Writing Lessons. Africa Education Review. https://doi.org/10.1080/18146627.2024.2390600
Kim, J., Lee, S. S., Detrick, R., Wang, J., & Li, N. (2025). Students-Generative AI interaction patterns and its impact on academic writing. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-025-09444-6
Kukkonen, K. (2024). Contingency traps: the role of form in creative processes. Neohelicon, 51(1), 105–116. https://doi.org/10.1007/s11059-024-00741-0
Leggett, N. (2024). Creativity in early childhood: how educators from Australia and Italy are documenting the creative thought processes of young children. SN Social Sciences, 4(3), 1–16. https://doi.org/10.1007/s43545-024-00873-1
Liu, L., Liu, M., Lv, Z., Ma, F. yan, Mao, Y., & Liu, Y. (2024). The mediating and moderating role of nursing information competence between nurses’ creative self-efficacy and innovation behavior in a specialized oncology hospital. BMC Nursing, 23(1). https://doi.org/10.1186/s12912-024-02360-7
Martin, A., Tarnanen, M., & Tynjälä, P. (2021). Narratives of professional development in a teachers’ creative writing group. New Writing, 18(4), 480–495. https://doi.org/10.1080/14790726.2021.1900274
McKnight, L., & Yunkaporta, T. (2024). Yarning and knitting words: a cross-cultural thought experiment on writing beyond school. Australian Journal of Language and Literacy, 47(3), 351–363. https://doi.org/10.1007/s44020-024-00066-6
McLean, D., Chiavaroli, N., Denniston, C., & Richardson, M. (2022). In-verse reflection: structured creative writing exercises to promote reflective learning in medical students. Journal of Medical Humanities, 43(3), 493–504. https://doi.org/10.1007/s10912-022-09740-7
Mikkilä, E. (2024). The Art of ‘Creatical Writing’: Unlocking Insights Through Creative-Critical Fusion. Life Writing, 21(3), 535–548. https://doi.org/10.1080/14484528.2024.2332601
Muehlfeld, K., Loderer, A., Semrau, T., & Wilken, R. (2025). Foreign Language Use, Virtuality, and the Creative Performance of Dyadic Teams. Management International Review, 145–173. https://doi.org/10.1007/s11575-024-00557-1
Murphy, K., Murphy, S., & Swain, N. (2024). Australian teachers’ adoption of critical and creative thinking as curriculum. Australian Educational Researcher, 52(1), 275–294. https://doi.org/10.1007/s13384-024-00714-3
Paz-Baruch, N., Grovas, G., & Mevarech, Z. R. (2025). The effects of meta-creative pedagogy on elementary school students’ creative thinking. Metacognition and Learning, 20(1), 1–28. https://doi.org/10.1007/s11409-025-09412-6
Polakova, P., & Ivenz, P. (2024). The impact of ChatGPT feedback on the development of EFL students’ writing skills. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2410101
Punzi, E. (2021). Creative writing at a Swedish psychiatric inpatient clinic. Perspectives from the authors who guided the patients. An interview study. Journal of Poetry Therapy, 34(1), 1–12. https://doi.org/10.1080/08893675.2020.1846867
Rahimi, M., Fathi, J., & Zou, D. (2024). Exploring the impact of automated written corrective feedback on the academic writing skills of EFL learners: An activity theory perspective. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12896-5
Regan, K., Evmenova, A. S., Sacco, D., Schwartzer, J., Chirinos, D. S., & Hughes, M. D. (2019). Teacher perceptions of integrating technology in writing. Technology, Pedagogy and Education, 28(1), 1–19. https://doi.org/10.1080/1475939X.2018.1561507
Sanabria-Z, J., Alfaro-Ponce, B., González-Pérez, L. I., & Ramírez-Montoya, M. S. (2024). Reusable educational resources for developing complex thinking on open platforms. Education and Information Technologies, 29(1), 1173–1199. https://doi.org/10.1007/s10639-023-12316-0
Saritepeci, M., & Yildiz Durak, H. (2024). Effectiveness of artificial intelligence integration in design-based learning on design thinking mindset, creative and reflective thinking skills: An experimental study. In Education and Information Technologies (Vol. 29, Issue 18). Springer US. https://doi.org/10.1007/s10639-024-12829-2
Tarp, K., Hellum, R., Rasmussen, A. J., & Nielsen, A. S. (2020). Can Creative Writing, as an Add-on to Treatment for Alcohol Use Disorder, Support Rehabilitation? Alcoholism Treatment Quarterly, 38(2), 231–249. https://doi.org/10.1080/07347324.2019.1636736
ten Peze, A., Janssen, T., Rijlaarsdam, G., & van Weijen, D. (2024). Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality. In Instructional Science (Vol. 52, Issue 3). Springer Netherlands. https://doi.org/10.1007/s11251-023-09647-3
Wang, C. (2024). Exploring Students’ Generative AI-Assisted Writing Processes: Perceptions and Experiences from Native and Nonnative English Speakers. Technology, Knowledge and Learning, 0123456789.
https://doi.org/10.1007/s10758-024-09744-3
Wang, C. Y., Chang, C. K., Lin, K. J., & Chen, G. D. (2019). Effectiveness of web-based mechanism for teaching creative writing in the classroom. Innovations in Education and Teaching International, 56(3), 282–294. https://doi.org/10.1080/14703297.2018.1464940
Weidmann, A. E. (2024). Artificial intelligence in academic writing and clinical pharmacy education: consequences and opportunities. International Journal of Clinical Pharmacy, 46(3), 751–754. https://doi.org/10.1007/s11096-024-01705-1
Wilson, A., Rosedale, N., & Meiklejohn-Whiu, S. (2024). Piloting a T-Shaped Approach to Develop Primary Students’ Close Reading and Writing of Literary Texts. New Zealand Journal of Educational Studies, 59(1), 73–91. https://doi.org/10.1007/s40841-024-00310-0
Xu, Z., Banerjee, M., Ramirez, G., Zhu, G., & Wijekumar, K. (Kay). (2019). The effectiveness of educational technology applications on adult English language learners’ writing quality: a meta-analysis. Computer Assisted Language Learning, 32(1–2), 132–162. https://doi.org/10.1080/09588221.2018.1501069
Zou, D., Xie, H., & Wang, F. L. (2022). Effects of technology enhanced peer, teacher and self-feedback on students’ collaborative writing, critical thinking tendency and engagement in learning. Journal of Computing in Higher Education, 166–185. https://doi.org/10.1007/s12528-022-09337-y
Downloads
Published
Issue
Section
License
Copyright (c) 2025 R. Ika Mustika, Teti Sobari, Wikanengsih Wikanengsih
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
