| dc.description.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 AIsupported 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. | vi |
