从录制到人工智能生成的教学视频:学习表现和经验的比较

IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Tao Xu, Yuan Liu, Yaru Jin, Yueyao Qu, Jie Bai, Wenlan Zhang, Yun Zhou
{"title":"从录制到人工智能生成的教学视频:学习表现和经验的比较","authors":"Tao Xu,&nbsp;Yuan Liu,&nbsp;Yaru Jin,&nbsp;Yueyao Qu,&nbsp;Jie Bai,&nbsp;Wenlan Zhang,&nbsp;Yun Zhou","doi":"10.1111/bjet.13530","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <p>Generative AI (GAI) and AI-generated content (AIGC) have been increasingly involved in our work and daily life, providing a new learning experience for students. This study examines whether AI-generated instructional videos (AIIV) can facilitate learning as effectively as traditional recorded videos (RV). We propose an instructional video generation pipeline that includes customized GPT (Generative Pre-trained Transformer), text-to-speech and lip synthesis techniques to generate videos from slides and a clip or a photo of a human instructor. Seventy-six students were randomly assigned to learn English words using either AIIV or RV, with performance assessed by retention, transfer and subjective measures from cognitive, emotional, motivational and social perspectives. The findings indicate that the AIIV group performed as well as the RV group in facilitating learning, with AIIV showing higher retention but no significant differences in transfer. RV was found to offer a stronger sense of social presence. Although other subjective measures were similar between the two groups, AIIV was perceived as slightly less favourable. However, the AIIV was still found to be moderately to highly attractive, addressing concerns related to the uncanny valley effect. This research demonstrates that AIGC can be an effective tool for learning, offering valuable implications for the use of GAI in educational settings.</p>\n </section>\n \n <section>\n \n <div>\n \n <div>\n \n <h3>Practitioner notes</h3>\n <p>What is already known about this topic\n\n </p><ul>\n \n <li>Instructional videos, especially those featuring a teacher's presence, have been widely used in second language learning to facilitate learning.</li>\n \n <li>Producing instructional videos is costly and burdensome.</li>\n \n <li>Generative AI has great potential for generating educational content.</li>\n </ul>\n <p>What this paper adds\n\n </p><ul>\n \n <li>An AI-generated instructional video (including generated lecture text, voice and appearance) demonstrated greater improvement in students' retention performance in English word learning than a traditional recorded video.</li>\n \n <li>Students perceived no significant differences between the AI-generated instructional video and recorded video in satisfaction, motivation, trust, cognitive load, emotions and parasocial interaction dimensions, although the AI-generated instructional video group reported slightly lower values.</li>\n \n <li>Despite AI-generated instructional video eliciting a significantly lower value of social presence than recorded video, it led to a reduction in cognitive load and better performance.</li>\n </ul>\n <p>Implications for practice and/or policy\n\n </p><ul>\n \n <li>We recommend using the AI-generated instructional video in both physical and online classes for its positive effects on both learning achievement and learning experience.</li>\n \n <li>The findings indicate the equivalence principle in AI-generated content, highlighting that the appearance, voice and lecture text generated by current AI technology have reached a certain level of quality.</li>\n </ul>\n </div>\n </div>\n </section>\n </div>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 4","pages":"1463-1487"},"PeriodicalIF":8.1000,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13530","citationCount":"0","resultStr":"{\"title\":\"From recorded to AI-generated instructional videos: A comparison of learning performance and experience\",\"authors\":\"Tao Xu,&nbsp;Yuan Liu,&nbsp;Yaru Jin,&nbsp;Yueyao Qu,&nbsp;Jie Bai,&nbsp;Wenlan Zhang,&nbsp;Yun Zhou\",\"doi\":\"10.1111/bjet.13530\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <p>Generative AI (GAI) and AI-generated content (AIGC) have been increasingly involved in our work and daily life, providing a new learning experience for students. This study examines whether AI-generated instructional videos (AIIV) can facilitate learning as effectively as traditional recorded videos (RV). We propose an instructional video generation pipeline that includes customized GPT (Generative Pre-trained Transformer), text-to-speech and lip synthesis techniques to generate videos from slides and a clip or a photo of a human instructor. Seventy-six students were randomly assigned to learn English words using either AIIV or RV, with performance assessed by retention, transfer and subjective measures from cognitive, emotional, motivational and social perspectives. The findings indicate that the AIIV group performed as well as the RV group in facilitating learning, with AIIV showing higher retention but no significant differences in transfer. RV was found to offer a stronger sense of social presence. Although other subjective measures were similar between the two groups, AIIV was perceived as slightly less favourable. However, the AIIV was still found to be moderately to highly attractive, addressing concerns related to the uncanny valley effect. This research demonstrates that AIGC can be an effective tool for learning, offering valuable implications for the use of GAI in educational settings.</p>\\n </section>\\n \\n <section>\\n \\n <div>\\n \\n <div>\\n \\n <h3>Practitioner notes</h3>\\n <p>What is already known about this topic\\n\\n </p><ul>\\n \\n <li>Instructional videos, especially those featuring a teacher's presence, have been widely used in second language learning to facilitate learning.</li>\\n \\n <li>Producing instructional videos is costly and burdensome.</li>\\n \\n <li>Generative AI has great potential for generating educational content.</li>\\n </ul>\\n <p>What this paper adds\\n\\n </p><ul>\\n \\n <li>An AI-generated instructional video (including generated lecture text, voice and appearance) demonstrated greater improvement in students' retention performance in English word learning than a traditional recorded video.</li>\\n \\n <li>Students perceived no significant differences between the AI-generated instructional video and recorded video in satisfaction, motivation, trust, cognitive load, emotions and parasocial interaction dimensions, although the AI-generated instructional video group reported slightly lower values.</li>\\n \\n <li>Despite AI-generated instructional video eliciting a significantly lower value of social presence than recorded video, it led to a reduction in cognitive load and better performance.</li>\\n </ul>\\n <p>Implications for practice and/or policy\\n\\n </p><ul>\\n \\n <li>We recommend using the AI-generated instructional video in both physical and online classes for its positive effects on both learning achievement and learning experience.</li>\\n \\n <li>The findings indicate the equivalence principle in AI-generated content, highlighting that the appearance, voice and lecture text generated by current AI technology have reached a certain level of quality.</li>\\n </ul>\\n </div>\\n </div>\\n </section>\\n </div>\",\"PeriodicalId\":48315,\"journal\":{\"name\":\"British Journal of Educational Technology\",\"volume\":\"56 4\",\"pages\":\"1463-1487\"},\"PeriodicalIF\":8.1000,\"publicationDate\":\"2024-10-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13530\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Educational Technology\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13530\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Educational Technology","FirstCategoryId":"95","ListUrlMain":"https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13530","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

生成式人工智能(GAI)和人工智能生成内容(AIGC)越来越多地参与到我们的工作和日常生活中,为学生提供了一种新的学习体验。本研究探讨人工智能生成的教学视频(AIIV)是否能像传统录制视频(RV)一样有效地促进学习。我们提出了一个教学视频生成管道,其中包括定制的GPT(生成预训练变压器),文本到语音和唇合成技术,以从幻灯片和剪辑或人类讲师的照片生成视频。76名学生被随机分配使用AIIV或RV学习英语单词,并从认知、情感、动机和社会角度对记忆、转移和主观指标进行评估。研究结果表明,AIIV组在促进学习方面的表现与RV组一样好,AIIV组表现出更高的保留,但在迁移方面没有显著差异。RV被发现提供了更强的社会存在感。尽管两组之间的其他主观指标相似,但AIIV被认为稍微不那么有利。然而,AIIV仍然具有中等到高度的吸引力,解决了与恐怖谷效应相关的担忧。本研究表明,AIGC可以成为一种有效的学习工具,为在教育环境中使用GAI提供了有价值的启示。关于这个话题,我们已经知道教学视频,特别是那些有老师在场的视频,已经被广泛用于第二语言学习,以促进学习。制作教学视频既昂贵又繁重。生成式人工智能在生成教育内容方面具有巨大潜力。人工智能生成的教学视频(包括生成的讲座文本、声音和外观)比传统的录制视频在英语单词学习方面有更大的提高。学生认为人工智能生成的教学视频与录制的视频在满意度、动机、信任、认知负荷、情绪和副社会互动维度上没有显著差异,尽管人工智能生成的教学视频组报告的数值略低。尽管人工智能生成的教学视频引发的社交存在价值明显低于录制视频,但它导致认知负荷减少,表现更好。我们建议在实体和在线课程中使用人工智能生成的教学视频,因为它对学习成绩和学习体验都有积极影响。研究结果表明了AI生成内容的等效原则,突出表明当前AI技术生成的外观、语音和讲座文本已经达到了一定的质量水平。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

From recorded to AI-generated instructional videos: A comparison of learning performance and experience

From recorded to AI-generated instructional videos: A comparison of learning performance and experience

From recorded to AI-generated instructional videos: A comparison of learning performance and experience

From recorded to AI-generated instructional videos: A comparison of learning performance and experience

Generative AI (GAI) and AI-generated content (AIGC) have been increasingly involved in our work and daily life, providing a new learning experience for students. This study examines whether AI-generated instructional videos (AIIV) can facilitate learning as effectively as traditional recorded videos (RV). We propose an instructional video generation pipeline that includes customized GPT (Generative Pre-trained Transformer), text-to-speech and lip synthesis techniques to generate videos from slides and a clip or a photo of a human instructor. Seventy-six students were randomly assigned to learn English words using either AIIV or RV, with performance assessed by retention, transfer and subjective measures from cognitive, emotional, motivational and social perspectives. The findings indicate that the AIIV group performed as well as the RV group in facilitating learning, with AIIV showing higher retention but no significant differences in transfer. RV was found to offer a stronger sense of social presence. Although other subjective measures were similar between the two groups, AIIV was perceived as slightly less favourable. However, the AIIV was still found to be moderately to highly attractive, addressing concerns related to the uncanny valley effect. This research demonstrates that AIGC can be an effective tool for learning, offering valuable implications for the use of GAI in educational settings.

Practitioner notes

What is already known about this topic

  • Instructional videos, especially those featuring a teacher's presence, have been widely used in second language learning to facilitate learning.
  • Producing instructional videos is costly and burdensome.
  • Generative AI has great potential for generating educational content.

What this paper adds

  • An AI-generated instructional video (including generated lecture text, voice and appearance) demonstrated greater improvement in students' retention performance in English word learning than a traditional recorded video.
  • Students perceived no significant differences between the AI-generated instructional video and recorded video in satisfaction, motivation, trust, cognitive load, emotions and parasocial interaction dimensions, although the AI-generated instructional video group reported slightly lower values.
  • Despite AI-generated instructional video eliciting a significantly lower value of social presence than recorded video, it led to a reduction in cognitive load and better performance.

Implications for practice and/or policy

  • We recommend using the AI-generated instructional video in both physical and online classes for its positive effects on both learning achievement and learning experience.
  • The findings indicate the equivalence principle in AI-generated content, highlighting that the appearance, voice and lecture text generated by current AI technology have reached a certain level of quality.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
British Journal of Educational Technology
British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.60
自引率
4.50%
发文量
111
期刊介绍: BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信