Abstract
This article explores the subjective appeal and effectiveness of three selected instances of generative artificial intelligence (generative AI) in the perception of sophomore undergraduate students at WSB Merito University in Poznan, Poland. Thoughtful introduction of AI tools to instruction is discussed, with the underlying goal of preparing college students for life during the 5th industrial revolution and providing them with skills needed for the evolving job market. The author presents a case study involving a curriculum-related group assignment designed to implement text- and video-generating AI in a Culture and History of English-language college course, while student autonomy, creativity, engagement, and deep thinking are highlighted. The task execution phase is followed by a qualitative and quantitative survey-based analysis conducted to evaluate the attractiveness and efficacy of AI in the learning process as viewed by the students. Additionally, the ethical aspect of (mis)using artificial intelligence is addressed. The findings contribute to the ongoing discourse on the integration of AI in tertiary education and shed light on the potential advantages and hazards of incorporating AI tools into a humanities class.
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Appendices
Appendix 1
Qualitative Survey Questionnaire
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1.
Which of the AI created videos did you like more: Fliki or inVideo? Mark only one oval (Fliki, inVideo)
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2.
Why did you like it more? (an open-ended question)
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3.
Have you used ChatGPT to create your interview with Queen Elizabeth? Mark only one oval (yes, no)
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4.
If you used ChatGPT, how did you use it? Check all that apply.
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To create the whole interview
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To create parts of the interview
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To check the grammatical accuracy of your interview
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To generate ideas for the interview
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Other (if so, explain)
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5.
Did you write any part of the interview on your own? Which ones? (an open-ended question)
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6.
If you wrote any parts on your own, did you use ChatGPT, Google Translate, or any other AI to work on them further? How? (an open-ended question)
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7.
Did you like the (parts of the) interview generated by ChatGPT? Mark only one oval.
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Yes
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No
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Some parts
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Other: ……………………………
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8.
What did you like about the (parts of the) interview generated by ChatGPT? (an open-ended question)
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9.
What, if anything, didn’t you like about the (parts of the) interview generated by ChatGPT? (an open-ended question)
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10.
Your ideas on how to ensure that students use AI (such as ChatGPT) ethically: …………. (an open-ended question)
Appendix 2
Quantitative Survey Questionnaire
1. ChatGPT:
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a.
How satisfied are you with ChatGPT in assisting you with your academic assignments?
1 (Very Dissatisfied) - 2 (Dissatisfied) - 3 (Neutral) - 4 (Satisfied) - 5 (Very Satisfied).
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b.
To what extent has ChatGPT improved your learning experience and understanding of course materials?
1 (Not at all) - 2 (Slightly) - 3 (Moderately) - 4 (Very) - 5 (Extremely).
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c.
How likely are you to recommend the use of ChatGPT to your peers for academic purposes?
1 (Not likely at all) - 2 (Slightly likely) - 3 (Moderately likely) - 4 (Very likely) - 5 (Extremely likely).
2. Fliki:
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a.
How satisfied are you with the functionalities of Fliki for potentially creating video content for your academic projects?
1 (Very Dissatisfied) - 2 (Dissatisfied) - 3 (Neutral) - 4 (Satisfied) - 5 (Very Satisfied).
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b.
To what extent can Fliki contribute to the improvement of your multimedia presentations and assignments?
1 (Not at all) - 2 (Slightly) - 3 (Moderately) - 4 (Very) - 5 (Extremely).
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c.
How likely are you to use Fliki for future academic multimedia projects?
1 (Not likely at all) - 2 (Slightly likely) - 3 (Moderately likely) - 4 (Very likely) - 5 (Extremely likely).
3. inVideo:
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a.
How satisfied are you with the functionalities of inVideo for potentially creating video content for your academic projects?
1 (Very Dissatisfied) - 2 (Dissatisfied) - 3 (Neutral) - 4 (Satisfied) - 5 (Very Satisfied).
-
b.
To what extent can inVideo contribute to the improvement of your multimedia presentations and assignments?
1 (Not at all) - 2 (Slightly) - 3 (Moderately) - 4 (Very) - 5 (Extremely).
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c.
How likely are you to use inVideo for future academic multimedia projects?
1 (Not likely at all) - 2 (Slightly likely) - 3 (Moderately likely) - 4 (Very likely) - 5 (Extremely likely).
Appendix 3
An Example of an AI-Assisted Student-Created Interview
Interviewer: Your Majesty, as a student of English philology, I’m eager to explore sensitive historical topics.
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1.
How do you reflect on the British Empire’s colonial history during your reign, and what lessons can be learned?
Queen Elizabeth II: The British Empire’s history is complex; we must acknowledge achievements and shortcomings, learning for a world where nations coexist with respect.
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2.
Considering Britain’s role in the transatlantic slave trade, how should the legacy of slavery be addressed today?
Queen Elizabeth II: Reconciliation requires acknowledging the pain caused by slavery. Education, dialogue, and addressing systemic inequalities are crucial for a just and inclusive society.
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3.
On the Kohinoor diamond controversy, how do you view its ownership and the responsibility to address historical artifacts?
Queen Elizabeth II: The Kohinoor’s complex history necessitates discussions involving all relevant parties to find a fair resolution respecting history and heritage.
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4.
Reflecting on Mahatma Gandhi’s Salt March, how do you perceive the impact of nonviolent movements on history?
Queen Elizabeth II: Nonviolent movements, like the Salt March, highlight the strength of peaceful activism in challenging oppressive systems, emphasizing the enduring power of collective action.
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5.
Regarding the symbolic moment holding hands with a young Black child, how do you view the importance of such gestures in fostering unity and understanding in discussions on racial equality?
Queen Elizabeth II: Moments like holding hands symbolize human connection and compassion, stressing the importance of breaking down barriers for shared humanity. Fostering unity requires genuine engagement, listening, and dismantling divisive prejudices.
Appendix 4
A Sample of an AI-Assisted Student-Created Interview
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Brzezinska, M. (2024). The Appeal, Efficacy, and Ethics of Using Text- and Video-Generating AI in the Learning Process of College Students: Predictive Insights and Student Perceptions. In: Coman, A., Vasilache, S. (eds) Social Computing and Social Media. HCII 2024. Lecture Notes in Computer Science, vol 14704. Springer, Cham. https://doi.org/10.1007/978-3-031-61305-0_2
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