AI-Generated Videos to Improve Content Comprehension in Contrastive Grammar and Research Methods

Abstract

This mixed-methods study examined the effectiveness of AI-generated instructional videos (AIVs) on content comprehension, engagement, and reflective practice. Conducted with 117 undergraduate students in an Ecuadorian English-as-a-foreign-language teacher education program, the study compared AIV-supported instruction with traditional materials in two courses: Contrastive Grammar and Research Methods. Quantitative data from tests, surveys, and reflection scores were complemented by qualitative analysis of student reflections and classroom artifacts. Results showed that students using AIVs outperformed the control group in Contrastive Grammar, while gains in Research Methods were positive but not statistically significant. Students reported high perceived usefulness and moderate to high engagement, despite some challenges in video creation. Moreover, watching AIVs helped students clarify and reinforce content, while creating videos fostered deeper understanding, creativity, and digital skills. Reflection quality strongly correlated with academic achievement in Research Methods but not in Contrastive Grammar.