EXPLORING STUDENTS’ PERCEPTION OF AI ENHANCED LEARNING MEDIA IN MICROTEACHING PRACTICE

Abstract

The rapid advancement of Artificial Intelligence (AI) has significantly influenced education, particularly in the development of learning media. As technology evolves, AI emerges as an innovative tool offering adaptive content to enhance learning experiences. This study aims to investigate students’ perceptions of AI-enriched learning media within the context of microteaching practice. The focus is on exploring how students respond to the integration of audio, visual, and textual elements supported by AI to strengthen the effectiveness of microteaching activities. A qualitative descriptive design with a thematic analysis approach was employed. The participants consisted of three sixth-semester students majoring in English Education, selected purposively to meet the research objectives. Data were obtained through semi-structured interviews guided by instruments developed based on Mayer’s Cognitive Theory of Multimedia Learning. The collected data were analyzed manually by coding, categorizing, and identifying key themes from students’ responses. The findings revealed that students generally perceived AI-based learning media positively due to its adaptive features that accommodate diverse learning needs. They highlighted the benefits of combining multimodal elements to support comprehension, though challenges such as cognitive overload and the need for individualized learning paces were noted. These findings underscore the importance of carefully managing multimodal design to maximize the effectiveness of AI-integrated learning media.