Answers are grounded in this paper and cite their sources.
Research evaluates video quality in AI-generated and YouTube resources for learning about the healthcare system, suggesting video enhancement strategies.
The rapid advancements in AI technology allow instructors to create AI-generated videos. Recently, using YouTube for teaching and learning has also gained attention. To improve our understanding of AI’s capabilities to create instructional videos and the appropriateness of using multiple YouTube videos for learning, this research examined whether the AI-generated videos and selected YouTube videos on navigating the U.S. healthcare system achieved quality video design based on Fyfield et al. (2022). ChatGPT and Pictory were the AI tools used to generate 11 videos. Ten YouTube videos were selected based on the international students’ needs. Each of the AI-generated and YouTube videos was evaluated according to six principles, namely coherence, integrating learning activities, embodiment, learner control, video length reduction, and segmentation. The AI-generated videos were evaluated higher on the principles of learner control and video length reduction whereas the YouTube videos were evaluated higher on the principles of coherence and learner control. Applications of the integrating learning activities, embodiment, and segmentation principles were little or not evident in either AI or YouTube videos. To create AI videos, it is recommended that instructors engage in each stage of video creation, including evaluation. It is crucial to design and refine prompts for enhancing the quality AI responses. In addition, YouTube videos are more suitable as supplemental educational resources than as the main sources for learning.
No takes yet. Share an insight, caveat, or question.
Maleki et al. (2024) studied this question.
Synapse has enriched 10 related papers. Consider them for comparative context: