Critical Reflections in the Classroom: A Qualitative Analysis of Student Perceptions Regarding AI-Generated Opinions

Authors

DOI:

https://doi.org/10.24137/raeic.12.e.1

Keywords:

artificial intelligence, AI, perception, students, risks, benefits

Abstract

The integration of Artificial Intelligence (AI) in educational settings presents both significant opportunities and challenges, particularly concerning critical thinking and student perception. This qualitative study explores the opinions of Audiovisual Communication students on AI-generated content following an educational lecture on AI-generated content (primarily using tools like ChatGPT) following an educational lecture . Through thematic analysis (assisted with Atlas.ti) of human and AI-generated responses, key concerns emerged regarding technological dependence, authorship and authenticity, as well as perceptions of associated risks and benefits. The findings indicate that students appreciate AI's potential for inspiration and efficiency while acknowledging its limitations in analytical depth and personalization. This study highlights the importance of activities that foster critical thinking about AI, preparing students for an increasingly digitalized professional landscape.

 

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Author Biographies

  • Daniel Arrébola Concejero, Universitat Autònoma de Barcelona (UAB)

    (Barcelona, 1990). Professor in the Department of Audiovisual Communication at the Universitat Autònoma de Barcelona (UAB). Coordinator of the courses Fonaments Tecnològics de l’Audiovisual and Fonaments Tecnològics de la Comunicació.

    Lecturer in Film History at the International University of Catalonia (UIC).

    Supervisor and advisor for over ten undergraduate and master's theses.

    Specialized in research areas including film studies, emotional representations on screen, and AI-generated content.

    Graduated in Journalism (UAB) and holder of a Master's degree in Contemporary Film and Audiovisual Studies from Pompeu Fabra University, with cum laude distinction.

    Author of the essay on communication and cinema Perdón, Por Favor, Gracias (2018).

    Speaker at various communication conferences, including the International H Congress on Audiovisual Media and Analysis, the 2nd International Congress on Film Stardom in Spain, and the Symposium on Practical Experiences in the Use of AI in University Teaching.

  • Ludovico Longhi, Universitat Autònoma de Barcelona (UAB)

    (Padova, Italy; 1967) is a Lecturer in the Department of Audiovisual Communication at the Universitat Autònoma de Barcelona (UAB). Since 2000, he has been teaching courses on screenwriting theory and practice, as well as film history and theory.

    Since 2004, he has organized film screening series and practical workshops on fiction cinema, with a particular focus on popular genres. In 2005, he contributed to the volume En torno al nuevo cine italiano.

    In October 2011, he earned a PhD in Audiovisual Communication from the UAB with the dissertation Radici culturali della comicità di Alberto Sordi. Ipotesi d’approccio biografico, supervised by Professors Román Gubern and Josep M. Català.

    His recent research focuses on film noir and its Italian legacy, particularly giallo and crime films. He has been a member of the research groups ECME (which studies the reception and assimilation of cinematic modernity in Spain) and PCE (which examines cinematic thought in Spain), both led by José Enrique Monterde.

     

References

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Published

2025-07-31

Issue

Vol. 12 No. Especial (2025): Intelligent Digital Journalism

Section

Thematic issue

How to Cite

Critical Reflections in the Classroom: A Qualitative Analysis of Student Perceptions Regarding AI-Generated Opinions. (2025). Revista De La Asociación Española De Investigación De La Comunicación, 12(Especial), raeic12e01. https://doi.org/10.24137/raeic.12.e.1