This chapter explores human creativity in AI-assisted learning environments through the lens of student agency. We begin by examining four theoretical perspectives on agency, including instrumental, effortful, dynamically emergent, and authorial agency, and analyze how each frames the relationship between agency and creativity. Under each theoretical perspective, we discuss how the integration of generative AI (GenAI) tools reshapes these dynamics by altering students' roles in cognitive, social, and creative processes. In the second part, we introduce a theoretical framework for AI agentic engagement, contextualizing agency within specific cognitive, relational, and ethical dynamics introduced by GenAI tools. This framework is linked to the concept of Mini-c creativity, emphasizing personal relevance and self-directed learning. Together, these perspectives support a shift from viewing creativity as product-oriented to understanding it as a process of agentive participation and meaning-making. We conclude with two directions for future research focused on the creative process and performance in AI-assisted learning.

翻译：本章通过学生能动性视角探讨人工智能辅助学习环境中的人类创造力。首先，我们考察了关于能动性的四种理论视角，包括工具性、努力性、动态涌现性和作者性能动性，并分析了每种视角如何界定能动性与创造力之间的关系。在每种理论视角下，我们讨论了生成式人工智能（GenAI）工具的整合如何通过改变学生在认知、社交和创造过程中的角色来重塑这些动态关系。第二部分，我们提出了人工智能能动参与的理论框架，将能动性置于GenAI工具引入的特定认知、关系和伦理动态中加以情境化。该框架与微型创造力（Mini-c creativity）概念相连接，强调个人关联性与自主学习。这些视角共同支持从将创造力视为产品导向，转向将其理解为能动参与和意义建构的过程。最后，我们提出了两个未来研究方向，聚焦于人工智能辅助学习中的创造过程与表现。