It’s not just about text

AI-generated video in education

Abstract

As generative artificial intelligence development advances, there is a growing need to investigate the ethics of AI-generated media production in learning environments. While research is emerging on large language models (Bozkurt et al., 2021; Zawacki-Richter et al., 2024), less is known about the educational design of synthetic media, particularly AI-generated avatars produced from text prompts. This study contributes to the emerging scholarship on technology-enhanced learning by exploring the educational potential of realistic AI-generated avatars, positioning this work within posthuman perspectives on learning with technology (Savin-Baden, 2021).

This research examines the implementation of AI-generated avatars as educational presenters in a business course at an Australian university. Over two iterations across 2022 and 2023, approximately 1,200 students engaged with learning resources featuring synthetic media presenters covering ethics in business intelligence (Vallis et al., 2024). The avatars were created using text-to-video software, providing an authentic use-case for students to critically examine ethical implications of AI technology. Based on initial feedback, the second iteration introduced three different AI presenters with varied accents and styles, allowing students to choose their preferred avatar (Vallis & Britton, 2024).

The author documented the design, development, and implementation challenges of creating and deploying AI-generated avatars with a multidisciplinary team (Vallis & Britton, 2023). To assess student perceptions, four focus groups were conducted across two course iterations, recruiting twenty participants in total. The research followed university ethics protocols (2019/892) and examined both student experiences with the avatars and production team observations throughout the development process.

Preliminary findings indicate that students were generally comfortable with synthetic media as part of their learning experience, though they expressed concerns about overuse. International students particularly appreciated the clear pronunciation and captioning options. Participants found the AI presenters less engaging than humans, yet some valued the convenience and flexibility of accessing content in their preferred style. Students expressed a desire for greater interactivity, regardless of whether content was delivered by human or AI presenters. From a production perspective, the process revealed complexities around transparency, intellectual property, and the entangled nature of human-technology relations in educational settings (Vallis et al., 2024).

This research contributes to educational practice through the development of 'VIEW', a practical guide for educators considering the use of AI-generated avatars (Vallis & Britton, 2024). VIEW prompts consideration of whether Video is the appropriate medium, Implementation feasibility, Ethical considerations, and Why design intentions should be clearly articulated. The study suggests that AI-generated avatars may offer new opportunities for collaborative content creation, multilingual delivery, and resource sharing, while questions remain about their ethical application. The findings support a posthuman perspective on learning technology that acknowledges the complex relationships between humans and nonhuman elements in educational environments (Ross & Collier, 2016).

Conference participants will be invited to examine sample AI-generated educational content and reflect on the question: “Why use synthetic media? How might educators balance the efficiencies of synthetic media with authentic human presence in learning?” These prompts will facilitate debate about the educational affordances (or otherwise) of AI-generated avatars and their ethical implications.

References

Bozkurt, A., Karadeniz, A., Baneres, D., Guerrero-Roldán, A. E., & Rodríguez, M. E. (2021). Artificial Intelligence and Reflections from Educational Landscape: A Review of AI Studies in Half a Century. Sustainability, 13(2), 800. https://doi.org/10.3390/su13020800

Ross, J., & Collier, A. (2016). Complexity, Mess, and Not-Yetness: Teaching Online with Emerging Technologies. In G. Veletsianos (Ed.), Emergence and innovation in digital learning: foundations and applications (pp. 17–33). AU Press.

Savin-Baden, M. (Ed.). (2021). Postdigital Humans: Transitions, Transformations and Transcendence. Springer International Publishing. https://doi.org/10.1007/978-3-030-65592-1

Britton, B., & Vallis, C. (2023). Digital facelift: Emerging tools and typologies for educational media. ASCILITE Publications. https://doi.org/10.14742/apubs.2023.552

Vallis, C., & Britton, B. (2024). From script to screen: An emergent view of AI-generated avatars. Networked Learning Conference, 14. https://journals.aau.dk/index.php/nlc/article/view/8055 

Vallis, C., Wilson, S., Gozman, D., & Buchanan, J. (2024). Student Perceptions of AI-Generated Avatars in Teaching Business Ethics: We Might not be Impressed. Postdigital Science and Education, 6(2), 537–555. https://doi.org/10.1007/s42438-023-00407-7  

Zawacki-Richter, O., Bai, J. Y. H., Lee, K., Slagter van Tryon, P. J., & Prinsloo, P. (2024). New advances in artificial intelligence applications in higher education? International Journal of Educational Technology in Higher Education, 21(1), 32. https://doi.org/10.1186/s41239-024-00464-3