Artificial Intelligence-Assisted Multimedia Content Creation: Optimizing the Design of Videos, Infographics, and Presentations in Basic Education
DOI:
https://doi.org/10.5281/zenodo.19871385Keywords:
Artificial Intelligence, Multimedia Learning, Instructional Design, Educational Innovation, Content Creation, Visual Literacy.Abstract
This research article examines the integration of multimodal Generative Artificial Intelligence (GAI) as a catalyst for the design of audiovisual teaching resources in Basic Education. In the current digital age, students demand visually stimulating learning environments; however, creating high-quality educational videos, infographics, and presentations requires technical skills and a time investment that aggravates teacher burnout. The objective of this study is to methodologically structure and validate the use of Text-to-Image and Text-to-Video conversion models for the instantaneous elaboration of instructional material. Through a descriptive action-research design, prompt engineering protocols oriented to graphic and audiovisual pedagogical design were developed. The results demonstrate that GAI reduces multimedia production time by 90%, allowing teachers without training in graphic design to generate highly contextualized resources aligned with the principles of the Cognitive Theory of Multimedia Learning. It is concluded that AI transforms the educator from a "searcher of generic resources" to an "instructional art director", raising the extrinsic motivation of the student without compromising the operational well-being of the professional.
References
Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500
Bozkurt, A., & Sharma, R. C. (2023). Generative AI and prompt engineering: The art of whispering to analytical systems. Asian Journal of Distance Education, 18(1), i-vii.
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20(22). https://doi.org/10.1186/s41239-023-00392-8
Fernández Marfil, M., Pérez Gómez, A., & Ruiz-Palmero, J. (2024). Los modelos de lenguaje predictivo como herramientas docentes en la academia moderna. Pixel-Bit. Revista de Medios y Educación, (70), 54-81.
Fiorella, L., & Mayer, R. E. (2021). Principles for multimedia learning with instructional video. En The Cambridge Handbook of Multimedia Learning (pp. 403-413). Cambridge University Press.
García-Peñalvo, F. J. (2023). La percepción de la Inteligencia Artificial en contextos educativos tras el lanzamiento de ChatGPT. Education in the Knowledge Society (EKS), 24, e31279.
Hwang, G. J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of Artificial Intelligence in Education. Computers and Education: Artificial Intelligence, 1, 100001.
López-Regalado, O., Núñez-Rojas, N., López-Gil, O., & Sánchez-Rodríguez, J. (2024). Análisis del uso de la inteligencia artificial en la educación universitaria: una revisión sistemática. Pixel-Bit. Revista de Medios y Educación, (70), 97-122.
Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press.
Mayer, R. E., & Fiorella, L. (2022). The Cambridge handbook of multimedia learning. Cambridge University Press.
Miao, F., & Holmes, W. (2023). Inteligencia artificial y educación: Guía para las personas a cargo de formular políticas. UNESCO.
Molenaar, I. (2022). Towards hybrid human-AI learning technologies. European Journal of Education, 57(4), 632-645. https://doi.org/10.1111/ejed.12527
Moorhouse, B. L., Wan, Y., Wu, C., & Kwong, T. (2024). Developing language teachers' professional generative AI competence. System, 125, 103399.
Ocaña-Fernández, Y., Valenzuela-Fernández, L. A., & Garro-Aburto, L. L. (2019). Inteligencia artificial y sus implicaciones en la educación superior. Propósitos y Representaciones, 7(2), 536-568.
Reinoso, M., & Paz, C. (2024). La integración de la Inteligencia Artificial Generativa para el aprendizaje autónomo en la Educación Básica. Revista Iberoamericana de Tecnología en Educación, (35), e12.
Sánchez Vera, M. M. (2024). Reflexiones pedagógicas sobre el uso de ChatGPT en la educación. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 9–39.
Selwyn, N. (2020). ¿Deberían los robots sustituir al profesorado? La IA y el futuro de la educación. Ediciones Morata.
Southgate, E. (2020). Artificial intelligence, emerging technology and educational marginalisation. En Artificial Intelligence in Education (pp. 53-62). Springer.
UNESCO. (2024). Generative AI and the future of education. UNESCO Publishing.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2020). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 16(1), 39.
Published
Issue
Section
License
Copyright (c) 2026 Mariuxi Estefanía Saltos Coello (Autor/a)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Los autores/as que publiquen en la Revista Educare Ciudad de Jerusalén aceptan los siguientes términos:
Los autores/as conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación del trabajo.
Las obras se publican bajo una licencia Creative Commons Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0), la cual permite a terceros compartir, copiar, distribuir y transmitir el material en cualquier medio o formato, así como adaptar o transformar el contenido, siempre y cuando se reconozca adecuadamente la autoría original y la publicación inicial en esta revista, y no se utilice con fines comerciales.
