The Appeal, Efficacy, and Ethics of Using Text- and Video-Generating AI in the Learning Process of College Students: Predictive Insights and Student Perceptions

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.