GENERATIVE AI-DRIVEN ANIMATED LEARNING VIDEOS AND THEIR IMPACT ON STUDENT RETENTION IN CLASSROOM MANAGEMENT COURSES
DOI:
https://doi.org/10.18623/rvd.v23.7257Keywords:
Generative Artificial Intelligence, Animated Instructional Videos, Student Retention, Classroom Management, Learning Engagement, Higher EducationAbstract
This study examines the effect of using Generative Artificial Intelligence in developing animated instructional videos on classroom management material to improve student retention at UIN Alauddin Makassar. A quantitative approach was applied using a quasi-experimental method with a one-group pretest–posttest design. The sample consisted of 25 students from the Islamic Religious Education Study Program, selected through purposive sampling. Data were collected through retention tests, observation sheets, and student response questionnaires. The data were analyzed using descriptive and inferential statistics with SPSS version 25, including normality testing, paired-samples t-test, and N-Gain analysis. The results showed a significant increase in student retention after the implementation of Generative Artificial Intelligence-based animated instructional videos. The paired-samples t-test indicated a significance value below 0.05, confirming that the treatment had a statistically significant effect on student retention. In addition, the N-Gain score of 0.81 was classified as high, indicating the effectiveness of the developed instructional media. Students also demonstrated positive responses, stronger learning engagement, and improved understanding during the learning process. These findings suggest that integrating Generative Artificial Intelligence into animated instructional video development can be an innovative and effective strategy for enhancing learning quality, student engagement, and retention in higher education.
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