Indian Journal of Multidisciplinary Research and Studies

Generative AI Usage and the Erosion of Deep Thinking: A Study on Analytical Reasoning and Creative Output in Visual Arts Education

The rise of generative AI based on tools like Midjourney, DALL E, and Stable Diffusion in the education of visual arts has transformed the creative process; however, it also becomes a source of concern in regards to its effects on the cognitive interaction and the creative growth of students. Although these AI systems allow one to experiment quickly and have high quality visuals, it might unintentionally strip away the ability to think deep and do manual ideation as well as reflective criticism. The current chapter discusses whether AI can serve as a cognitive enhancer, broaden the creative opportunities, or as a cognitive substitute, resulting in decreased analytical thinking and low conceptual originality. The chapter is based on the Dual Process Theory and the notion of Deep Work, exploring how AI tools, in the first place, involve System 1 mode of thought, which is more intuitive and spontaneous, and, as well, may end up condensing System 2 mode of thought, which is reflective and critical. The methodology proposed by the study will be longitudinal evaluation of undergraduate students of visual arts, in comparison to those who use AI assisted tools and those who use the old studio technique. Some of the most important signs, including repetitive sketching, depth of concepts, and originality of the artwork are studied. Some may say that AI will make people more creative, democratize technical abilities, and widen the range of stylistic consciousness, but the chapter argues that AI ought to enhance and not eliminate the profound artistic thinking. It demands a redefined educational methodology that is both analytically rigorous and manual in crafting skills and independent intellectuality in the era of AI boosted creativity. Keywords Generative AI, Deep Thinking, Analytical Reasoning, Visual Arts Education, Creativity