Exploring the Impact of Artificial Intelligence Tools on Graphic Design Students’ Learning and Creativity

This study explores how Artificial Intelligence (AI) tools influence learning and creativity among Graphic and Digital Design students University of Greenwich Ho Chi Minh campus.Although AI is becoming increasingly common in creative education, empirical evidence on students' acceptance and meaningful use remains limited.Based on the Technology Acceptance Model (TAM), this study extended the framework by including Perceived Risk (PR) and Ethical-Creative Concerns (ECC) to examine their influence on Creative Learning Outcomes (CLO).A quantitative survey (n=102), supplemented with two open-ended questions, was conducted.The survey results were analyzed through reliability testing, EFA (PCA with Varimax rotation), and multiple regression.Twenty refined items achieved α = .662-.870;KMO = .852,Bartlett's χ²(190) = 1138.219,p < .001;four factors explained 65.94% of the variance; R² = .651.AIU (β = .478,p < .001)and PU (β = .329,p = .001)significantly and positively predicted CLO; PR (β = .161,p = .031)had a small yet significant positive effect, whereas ECC (β = -.182,p = .021)had a significant negative effect.ATT, BI, and PEOU were not significant.Open-ended responses depicted AI as a creative partner that broadens design ideas yet evokes unease about originality and authorship.These results will clarify the relationship between creative learning and AI engagement, as well as reflect the urgent need for human-centered AI pedagogical proposals.It also continues to raise questions about the ethical dimensions of design practice.