Using Teacher-Enhanced AI-Generated Videos as an Intervention to Teach Experimental Design Ability among Pre-service and In-service Science Teachers
DOI:
https://doi.org/10.64807/tt145a40Abstract
Generative Artificial Intelligence (GenAI) has gained popularity despite skepticism from some people, especially educators, about its implications for learning dynamics. However, it has also proven to be an effective alternative learning tool because it can process a vast array of data with an efficiency that no other digital tool can match. Two challenges in Science Education in the Philippines are overworked teachers and poor scientific literacy, which this kind of digital media may help address. Accordingly, this research explored the effectiveness of the intervention, called Teacher-Enhanced AI-generated Video (TEAIV), in teaching experimental design ability (EDA) among pre-service and in-service science teachers (n = 22) using a quasi-experimental pretest-posttest design. The collected data were analyzed using Wilcoxon Signed-Rank and Binomial Tests. Results indicate that teachers significantly increased their EDA (p = 0.003; p = 0.031). In addition, reflective questions asked of all participants provided more detailed insights about the effectiveness of TEAIV. This study shows how combining human and artificial intelligence in a single learning material enables a better and more efficient teaching-learning process. This is especially useful for institutions that rely heavily on digital and online learning, particularly asynchronous and hybrid modalities, where they can explore interactive, expert-developed AI-generated videos.
Keywords:
Experimental Design Ability, generative AI, science education, -service teaching, in-service teachingReferences
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