Ψηφιακή αφήγηση με τη χρήση τεχνητής νοημοσύνης

Σαμαρά, Νικολέττα

Digital storytelling using Artificial Intelligence

Master Thesis

Author

Σαμαρά, Νικολέττα

Date

2025-02

Abstract

Artificial Intelligence introduces a new reality for digital storytelling. The way narrative stories are created, shared, and experienced is taken in a different form. By automating content creation, production becomes easier, more accessible, highly adaptable, more targeted, and significantly faster. However, its uncontrolled and irresponsible use raises concerns such as the reliability of the generated content, ethical considerations, and the absence of human imagination, inspiration, and creativity. This research aims to understand the relationship between Digital Storytelling and Artificial Intelligence and determine how much this collaboration benefits the educational process. As technology continues to advance, its integration into education remains limited. A central research question concerns whether the role of Artificial Intelligence can be comprehended and systematically incorporated into teaching practices. Equally important are questions regarding the extent to which educators can utilize AI tools, as well as how they interpret and engage with the content generated, both for their own use and that of their students. Its main objective is to create educational digital narratives using Artificial Intelligence and to evaluate the results through a specialized group of educators. The methodology for this research began with identifying and reviewing the relevant literature, followed by an examination of the available software. The next step involved selecting a learning subject (Newton’s Third Law) and integrating it into the chosen software, assessing the accuracy and comprehensibility of the generated content, and evaluating the usability of the application by users. Finally, the process was completed with the creation of digital stories using four programs (ChatGPT, Midjourney, Veed, and Gamma), as well as the evaluation of these stories through a questionnaire administered to a group of specialized educators. The research revealed that educators recognize Artificial Intelligence as a helpful and supportive tool for the creation of digital narratives, complementing existing teaching methods. It was not perceived as a threat; on the contrary, the majority expressed a positive attitude and considered such tools as supplementary to the learning process, particularly in the sciences. Videos were the most preferred medium, followed by images and then presentations. The main concerns raised by most participants related to ethical considerations, the reliability of information, and the uncontrolled use of AI by students. Furthermore, technical support, especially in public schools, appropriate training for educators, and guidance from relevant authorities were deemed critical and necessary. The first part explores the concept of digital storytelling and its applications in education. At the same time, its core characteristics are linked to the demands of modern teaching. Additionally, the theoretical framework of Artificial Intelligence is presented, along with an analysis of the fundamental skills and competencies required of 21st-century learners, both children and adults, namely critical thinking, creativity, collaboration, and communication, commonly referred to as the “4C skills of Education.” In this context, the integration of digital storytelling with the use of Artificial Intelligence becomes evident. In the second part, digital storytelling relates to Artificial Intelligence. The software tools used are analyzed, along with the reasons for their selection. Furthermore, the learning subject to which the methodology is applied is examined, and a sample lesson plan is provided, based on the 5E instructional model (Engage, Explore, Explain, Elaborate, Evaluate). The steps and process for creating digital stories using Artificial Intelligence are then outlined, followed by a presentation of the results. Finally, through the creation of a questionnaire distributed to 27 subject-area teachers (purposive sampling), the findings are presented in the form of charts and response tables.

Postgraduate Studies Programme

Οικονομική της Εκπαίδευσης και Διαχείριση Εκπαιδευτικών Μονάδων

Department

Σχολή Οικονομικών, Επιχειρηματικών και Διεθνών Σπουδών. Τμήμα Οικονομικής Επιστήμης

Number of pages

110

Language

Greek

URI

https://dione.lib.unipi.gr/xmlui/handle/unipi/18910

Collections

Τμήμα Οικονομικής Επιστήμης

Show full item record

Except where otherwise noted, this item's license is described as
Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ελλάδα