AI 기술을 활용한 영상제작 교수법의 혁신 가능성에 대한 탐색적 연구

AI An Exploratory Study on the Potential for Innovation in Video Production Pedagogy through AI Technology

This study explores the innovative potential of artificial intelligence (AI) technology in video production pedagogy, proposing an AI-integrated Problem-Based Learning (AI-PBL) teaching framework. The research analyzes the impact of AI on each stage of the video production process (pre-production, production, post-production) and reinterprets these effects from a pedagogical design perspective. AI serves as an effective tool to promote creative ideation and efficient feedback throughout, transitioning educators from knowledge transmitters to facilitators and learners from passive recipients to AI-empowered collaborative creators. While AI integration facilitates educational innovation by enhancing creativity, learner autonomy, and personalized feedback, it also introduces challenges such as creativity homogenization, ethical concerns over authenticity, copyright, data bias, and the necessity for critical AI literacy and ethical guidelines. The conceptual framework underscores the importance of a synergistic learning environment combining human intuition with AI’s computational support, emphasizing a human-centered approach that situates AI as a collaborative partner in knowledge construction rather than a replacement. The proposed AI-PBL model addresses the evolving roles of educators, who shift from mere instructors to critical designers and mentors, and learners, who assume greater agency and judgment amid numerous AI-generated options. The framework encourages educators and learners to engage in meaning-making processes that reflect ethical and cultural awareness, fostering sustainable AI pedagogies aligned with interdisciplinary and humanities-integrated education. Limitations include the lack of empirical validation and restricted generalizability to diverse educational contexts beyond higher and professional education. Future research directions emphasize mixed methods studies to rigorously assess the model’s effectiveness on creativity, engagement, and self-efficacy, alongside the development of ethical decision-making models for AI education. Additionally, exploring AI-humanities convergent frameworks will deepen the philosophical and emotional dimensions of AI-enhanced creative learning. This research contributes theoretically and practically to the emerging discourse on AI in education, offering a nuanced, ethically-informed pedagogy that prepares learners for the AI era by enhancing their critical thinking, creativity, and collaborative skills.