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Comparison of AI-generated and human-made animated videos for medical education: experts and students preferred AI over humans

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dc.contributor.authorKıyak, Yavuz Selim
dc.contributor.authorCoşkun, Özlem
dc.contributor.authorBudakoğlu, Işıl İrem
dc.contributor.authorKaya, Abdullah Bedir
dc.contributor.departmentSin departamento asociado
dc.date.accessioned2026-02-06T16:49:51Z
dc.date.available2026-02-06T16:49:51Z
dc.date.issued2025
dc.description.abstractObjective: This study compared medical students and experts, and evaluated a frames-to-video AI-generated problem-based learning (PBL) trigger against its scene-matched human-made animated counterpart in terms of evaluations and preferences. Study Design: A mixed-methods study was conducted at a medical school. Two scene- atched videos were used: an AI-generated video and an animated (human-made) video. Students (n=210; Years 2–5) viewed both videos in counterbalanced order and rated eight 5-point Likert items for each; they also indicated their preferred video for engagement, emotional impact, and PBL use. A multidisciplinary expert panel (n=104) evaluated only the AI video on comparable items and provided open-ended comments. Mann–Whitney-U tests compared experts with students on the AI video; Wilcoxon signed-rank tests compared students’ ratings across videos. Qualitative data nderwent thematic analysis. Results: Students rated the AI-generated video significantly higher than the animated video on all eight items (all p≤.026) and preferred it for engagement (83.8%), emotional impact (81.0%), and PBL use (79.0%). Experts’ ratings of the AI video were also high and exceeded students’ ratings on visual quality, distraction avoidance, and visual consistency (p≤.001). Qualitative themes highlighted realism, suitability for PBL sessions, and strong engagement, while suggested improvements included micro-continuity, pronunciation, and body language. Conclusion: Within the PBL context, a frames-to-video AI workflow produced a fully synthetic trigger that was preferred by students and endorsed by experts. AI-generated triggers appear feasible, acceptable, and educationally promising, provided attention is given to fine-grained audiovisual continuity and communication cues.
dc.formatapplication/pdf
dc.format.extent10
dc.identifier.citationKaya, A. B., Selim Kıyak, Y., Coşkun, Özlem, & Budakoğlu, I. İrem. (2025). Comparison of AI-generated and human-made animated videos for medical education: experts and students preferred AI over humans. Revista Española De Educación Médica, 6(5).
dc.identifier.doihttps://doi.org/10.6018/edumed.677591
dc.identifier.eissn2660-8529
dc.identifier.urihttp://hdl.handle.net/10201/201261
dc.languageeng
dc.publisherServicio de Publicaciones. Universidad de Murcia
dc.relationSin financiación externa a la Universidad
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectVideo generation
dc.subjectProblem-based learning
dc.subjectMedical education
dc.subjectArtificial intelligence
dc.subject.odsNo relacionado con ningún objetivo de desarrollo sostenible
dc.titleComparison of AI-generated and human-made animated videos for medical education: experts and students preferred AI over humans
dc.typeinfo:eu-repo/semantics/article
dspace.entity.typePublication
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Revista Española de Educación Médica Vol. 6 Nº 5 (2025)