AUTOMATED EDITING TOOLS FOR MEDIA STUDENTS: A COMPARATIVE STUDY
DOI:
https://doi.org/10.29121/shodhkosh.v7.i1s.2026.7075Keywords:
Automated Editing, Media Education, AI-Assisted Creativity, Human–AI Collaboration, Creative AutomationAbstract [English]
Purpose: To assess automated editing tools applied in the media education on the basis of technical and pedagogical terms.
Methodology: Four categories of automated editing tools were evaluated based on a multi-dimensional model based on the level of automation, usability, creative control, pedagogical compatibility, and workflow efficiency. A student case study based on tasks was added to quantitative scoring.
Results: The results show that high automation is more efficient and accessible, yet less creative transparency and conceptual comprehension. Equipment with balanced automation has better learning results.
Implications: The study suggest that an automated editing tool should be integrated in the media education stages on the basis of a blended approach, depending on the stage.
Originality: The article offers a comparative educational theory of evaluating AI-assisted editing tools.
References
Alier, M., Camba, J., and García‑Peñalvo, F. (2024). Generative Artificial Intelligence in Education: From Deceptive to Disruptive. International Journal of Interactive Multimedia and Artificial Intelligence, 5(1), 5-14. https://doi.org/10.9781/ijimai.2024.02.011 DOI: https://doi.org/10.9781/ijimai.2024.02.011
Almassaad, A., Alajlan, H., and Alebaikan, R. (2024). Student Perceptions of Generative Artificial Intelligence: Investigating Utilization, Benefits, and Challenges in Higher Education. Systems, 12(10), 385. https://doi.org/10.3390/systems12100385 DOI: https://doi.org/10.3390/systems12100385
Almulla, M. A. (2023). Constructivism Learning Theory: A Paradigm for Students' Critical Thinking, Creativity, and Problem Solving to Affect Academic Performance in Higher Education. Cogent Education, 10(1), 2172929. https://doi.org/10.1080/2331186X.2023.2172929 DOI: https://doi.org/10.1080/2331186X.2023.2172929
Al‑Zahrani, A. M. (2024). Unveiling the Shadows: Beyond the Hype of AI in Education. Heliyon, 10, e30696. https://doi.org/10.1016/j.heliyon.2024.e30696 DOI: https://doi.org/10.1016/j.heliyon.2024.e30696
Brako, D. K., and Mensah, A. K. (2023). Robots Over Humans? The Place of Artificial Intelligence in the Pedagogy of Art Direction in Film Education. Emerging Technologies, 3(1), 51-59. https://doi.org/10.57040/jet.v3i2.484 DOI: https://doi.org/10.57040/jet.v3i2.484
Bulut, O., Cutumisu, M., and Yilmaz, M. (2024). Ethical Challenges in AI‑Based Educational Measurement (arXiv:2406.18900). arXiv. https://arxiv.org/abs/2406.18900
Chaudhry, A., Wolf, J., and Gervasio, M. (2022). A Transparency Index for AI in Education (arXiv:2206.03220). arXiv. https://arxiv.org/abs/2206.03220
Chinta, R., Qazi, M., and Raza, M. (2024). FairAIED: A Review of Fairness, Accountability, and Bias in Educational AI systems (arXiv:2407.18745). arXiv. https://arxiv.org/abs/2407.18745
Deng, R., Yang, Y., and Shen, S. (2024). Impact of Question Presence and Interactivity in Instructional Videos on Student Learning. Education and Information Technologies, 1-29.
Desai, T. S., and Kulkarni, D. C. (2022). Assessment of Interactive Video to Enhance Learning Experience: A Case Study. Journal of Engineering Education Transformations, 35(1), 74-80. https://doi.org/10.16920/jeet/2022/v35is1/22011 DOI: https://doi.org/10.16920/jeet/2022/v35is1/22011
Gouseti, A., James, F., Fallin, L., and Burden, K. (2024). The Ethics of Using AI in K-12 Education: A Systematic Literature Review. Technology, Pedagogy and Education, 34(2), 161-182. https://doi.org/10.1080/1475939X.2024.2428601 DOI: https://doi.org/10.1080/1475939X.2024.2428601
Licht, F. (2024). Generative Artificial Intelligence in Higher Education: Why the "Banning Approach" to Student use is Sometimes Morally Justified. Philosophy & Technology, 37(1), 113. https://doi.org/10.1007/s13347-024-00799-9 DOI: https://doi.org/10.1007/s13347-024-00799-9
Luan, H., et al. (2020). Challenges and Future Directions of Big Data and Artificial Intelligence in Education. Frontiers in Psychology, 11, 580820. https://doi.org/10.3389/fpsyg.2020.580820 DOI: https://doi.org/10.3389/fpsyg.2020.580820
Matsiola, M., Spiliopoulos, P., and Tsigilis, N. (2022). Digital Storytelling in Sports Narrations: Employing Audiovisual tools in Sport Journalism Higher Education Course. Education Sciences, 12(1), 51. https://doi.org/10.3390/educsci12010051 DOI: https://doi.org/10.3390/educsci12010051
Munro, R. (2023). Co‑Creating Film Education: Moments of Divergence and Convergence on Queen Margaret University's Introduction to Film Education Course. Film Education Journal, 6(1), 32-46. https://doi.org/10.14324/FEJ.06.1.04 DOI: https://doi.org/10.14324/FEJ.06.1.04
O'Connor. (2022). Constructivism, Curriculum and the Knowledge Question: Tensions and Challenges for Higher Education. Studies in Higher Education, 47(2), 412-422. https://doi.org/10.1080/03075079.2020.1750585 DOI: https://doi.org/10.1080/03075079.2020.1750585
Pawlaszczyk, D., Engler, P., Bodach, R., Michel, M., and Zimmermann, R. (2025). Automated Data Population for Ios Devices with Autopodmobile. Journal of Digital Security and Forensics, 2(1), 58–66. https://doi.org/10.29121/digisecforensics.v2.i1.2025.46 DOI: https://doi.org/10.29121/digisecforensics.v2.i1.2025.46
Susanti, A., Suyatna, A., and Herlina, K. (2023). Development of H5P Moodle‑Based Interactive STEM‑loaded Videos to Grow Performance Skills as an Effort to Overcome Learning Loss in Electrical Measuring Materials. Jurnal Penelitian Pendidikan IPA, 9(4), 6974-6984. https://doi.org/10.29303/jppipa.v9i9.3546 DOI: https://doi.org/10.29303/jppipa.v9i9.3546
Tiernan, P., Costello, E., Donlon, E., Parysz, M., and Scriney, M. (2023). Information and Media Literacy in the Age of AI: Options for the future. Education Sciences, 13(9), 906. https://doi.org/10.3390/educsci13090906 DOI: https://doi.org/10.3390/educsci13090906
Williamson, B., Eynon, R., and Potter, J. (2020). Pandemic Politics, Pedagogies and Practices: Digital Technologies and Distance Education During the Coronavirus Emergency. Learning, Media and Technology, 45(2), 107-114. https://doi.org/10.1080/17439884.2020.1761641 DOI: https://doi.org/10.1080/17439884.2020.1761641
Zhai. (2024). AI‑Generated Content and its Impact on Student Learning and Critical Thinking: A Pedagogical Reflection. Smart Learning Environments, 11(1), 12.
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Dr. Ragini Kunal Jadhav, Shalini E, Mahesh Kurulekar, Pooja Goel, Urvashi Bhat, Dr. Manisha Upadhyay
This work is licensed under a Creative Commons Attribution 4.0 International License.
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
