A4 Refereed article in a conference publication
Enhancing Pedagogy with Generative AI: Video Production from Course Descriptions
Authors: Weerakoon, Oshani; Leppänen, Ville; Mäkilä, Tuomas
Editors: Vassilev, Tzvetomir; Trifonov, Roumen
Conference name: International Conference on Computer Systems and Technologies
Publisher: Association for Computing Machinery
Publication year: 2024
Book title : CompSysTech '24: Proceedings of the International Conference on Computer Systems and Technologies 2024
Journal name in source: ACM International Conference Proceeding Series
First page : 249
Last page: 255
ISBN: 979-8-4007-1684-3
DOI: https://doi.org/10.1145/3674912.3674922
Web address : https://doi.org/10.1145/3674912.3674922
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/457810737
This paper explores a novel workflow that integrates Generative AI tools, ChatGPT and DALL·E, into educational use, aiming to improve the traditional teaching methods in university education. Our workflow is focused on creating short introductory videos for university courses, using primary course descriptions available in the university's study guide with the idea of introducing courses visually. This approach was deliberately selected for experimentation, and we believe that it could be further enhanced to generate course videos on specific course topics. This will minimize the efforts of teachers who are required to produce detailed course videos as a part of their teaching. As the first part of our workflow, we present a tool that utilizes ChatGPT-4 and DALL·E 2 to autonomously generate a script and background graphics for videos, using primary course descriptions extracted through a given course web URL. As the second part of the workflow, we combine those generated artefacts into videos using Narakeet, a Text-to-Speech software service that is available online. To analyze the feasibility of this workflow, we then conducted a field survey where university teachers participated in reviewing introductory course videos of their courses generated through our workflow. We employed only engineering courses that are English-taught in this field survey. The results demonstrate the potential of AI-generated content to increase the efficiency of teachers when creating video materials. However, challenges such as the uncanny valley effect in text-to-speech narration and the propensity for AI-generated misinformation highlight the need for careful review by humans on such content before setting it for wider use. This paper argues for the strategic integration of AI in university education, focusing on the benefits, while acknowledging the limitations owned by generative AI tools.
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Funding information in the publication:
No grants were received to conduct this research.
