The Video Projects as an Activity-Based Learning Tool
Abstract
This paper examines the use of video projects as an activity-based learning tool in a university module, with a particular focus on the integration of artificial intelligence (AI) tools. Students were divided into three groups: the first group developed video projects without AI, the second one relied primarily on AI-generated support, and the third ones were hybrid groups that combined both traditional creativity and AI assistance. Data were collected from two sources: final mark on the module and student evaluations of the module’s effectiveness.
The results show some differences across the groups. Students who worked ib AI-assisted projects demonstrated strong technical skills but sometimes lacked originality and creativity, while non-AI projects demonstrated authenticity, creativity and more personal expression. Hybrid projects presented more efficiency with creative depth. Student feedback on the module emphasized the motivational impact of video-based learning and expressed positive views on the role of AI, predominantly enthusiasm for its support.
The findings suggest that video projects are a powerful vehicle for activity-based learning, and that AI, when used strategically, can improve but should not replace student’s creativity. Implications for pedagogy include encouraging balanced integration of AI to develop both technical and creative competencies. The paper concludes with recommendations for designing AI-supported activity-based learning tasks in higher education.
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