Abstract
Artificial Intelligence (AI) and Machine Learning (ML) technologies offer the potential to support digital content creation and media production, providing opportunities for individuals from diverse sociodemographic backgrounds to engage in creative activities and enhance their multimedia video content. However, less attention has been paid to recent research exploring any possible relationships between AI-generated video creation and the sociodemographic variables of undergraduate students. This study aims to investigate the multifaceted relationship between AI-generated video content and sociodemographics by examining its implications for inclusivity, equity, and representation in the digital media landscape. An empirical study about the use of AI in video content creation was conducted with a diverse cohort of three hundred ninety-eighth undergraduate (n = 398) students. Participants voluntarily took part and were tasked with conceiving and crafting their AI-generated video content. All instruments used were combined into a single web-based self-report questionnaire that was delivered to all participants via email. Key research findings demonstrate that students have a favorable disposition when it comes to incorporating AI-supported learning tasks. The factors fostering this favorable attitude among students include their age, the number of devices they use, the time they dedicate to utilizing technological resources, and their level of experience. Nevertheless, it is the student’s participation in AI training courses that exerts a direct impact on students’ ML attitudes, along with their level of contentment with the reliability of these technologies. This study contributes to a more comprehensive understanding of the transformative power of AI in video content creation and underscores the importance of considering instructional contexts and policies to ensure a fair and equitable digital media platform for students from diverse sociodemographic backgrounds.
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