AI-Based Educational Video Production Projects for Pre-Service EFL Teachers

Hasbi, Muhamad (2026) AI-Based Educational Video Production Projects for Pre-Service EFL Teachers.

Text Chapter 3 Muhamad Hasbi.pdf Download (301kB)

Abstract

The implementation of AI-based educational video production projects presents several pedagogical and practical challenges that require careful consideration. One major issue concerns the quality of engagement, as research shows that the effectiveness of instructional videos depends heavily on learners’ active cognitive interaction rather than passive viewing (Kuhlmann et al., 2024). Additionally, while interactive and multimedia-enhanced videos can significantly increase engagement and learning outcomes, poorly designed implementations may fail to achieve these benefits (Haerawan et al., 2024). Another concern is the potential cognitive overload resulting from the simultaneous integration of language pedagogy, video production, and AI tools. Furthermore, inequities in digital competence among pre-service teachers may lead to uneven participation and learning outcomes. Ethical considerations, such as authorship, bias, and responsible AI use, also complicate the design of such projects. These challenges underscore the importance of carefully structured instructional design, incorporating scaffolding, iterative feedback, and reflective practices. Research on technology-enhanced learning environments confirms that well-designed digital interventions can significantly improve motivation and performance, but only when aligned with pedagogical goals (Muali & Karlina, 2025; Staneviciene & Žekienė, 2025). Consequently, a design-based and project-oriented approach is essential to ensure that AI-integrated video production projects are pedagogically meaningful, cognitively manageable, and educationally impactful.

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