• Asif Islam

In recent years, Artificial Intelligence (AI) has entered classrooms not only as a learning aid but also as a silent substitute for students’ own thinking. With the easy availability of AI-based writing and project-making tools, many secondary school students now prefer ready-made perfection over personal effort. This shift, while improving accuracy and presentation, has raised a serious concern about the gradual loss of originality and creative thinking among young learners. This case study focuses on understanding how secondary-level students are engaging with AI while preparing school projects and assignments. The study observes that although students achieve flawless results, their individual style, analytical skills, and self-expression are diminishing. The findings suggest that students often use AI beyond its intended purpose not for support or verification, but for complete dependence. During the data collection process, a noticeable pattern emerged. A comparison was made between project submissions from previous academic years and this year’s submissions, which were created during the widespread availability of AI tools. Earlier projects reflected mixed levels of creativity, uneven language, and personal touches that revealed genuine student effort. In contrast, the recent submissions displayed near-identical structure, polished grammar, and impressive formatting yet these improvements did not correspond to any visible increase in conceptual clarity or depth of understanding. This sudden jump in linguistic refinement, without a matching growth in subject comprehension, strongly indicated the influence of AI-generated material. Classroom interactions added further insight. When asked to explain certain sections of their projects, several students hesitated or were unable to elaborate, suggesting that those parts were not independently constructed. Many openly admitted that they relied on AI because it “saved time,” “looked perfect,” or “felt safer than writing on their own.” Such responses reveal a shift in mindset where learning is becoming secondary to convenience. The purpose of this study is not to criticize technological progress but to highlight the urgent need for balanced integration. AI can certainly enhance learning, but without guided use, it may also erode the creative confidence of learners. The study concludes that teachers and parents must play an active role in teaching responsible AI use where technology becomes a tool for exploration, not imitation. Encouraging originality, reflective thinking, and creativity must remain at the heart of education, even in this age of intelligent machines.

Artificial Intelligence Has Interfered with Creativity : A Case Study

"Artificial Intelligence Has Interfered with Creativity : A Case Study ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 11, page no.e403-e407, November-2025, Available :http://www.jetir.org/papers/JETIR2511451.pdf

"Artificial Intelligence Has Interfered with Creativity : A Case Study ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 11, page no. ppe403-e407, November-2025, Available at : http://www.jetir.org/papers/JETIR2511451.pdf