Effective assessment of international students presents multifaceted challenges, including overcoming language barriers, bridging cultural and communication gaps, and igniting a genuine interest in academic learning. These challenges are further compounded in the era of advanced artificial intelligence tools like large language models (LLMs) such as ChatGPT, which provide students with easy access to automated assistance for traditional essay-based tasks [1]. While LLMs have undeniable educational value, their widespread use raises concerns about student reliance on AI at the expense of developing deeper conceptual understanding and critical thinking skills.

This study introduces an innovative video-based competition format [2] as an alternative assessment method tailored to Stage 2 and Stage 3 international students in China. Designed to address these emerging challenges, the video-based competition replaces conventional essays and group presentations with a creative and interactive medium. By leveraging students’ familiarity with widely popular platforms like YouTube and TikTok, the initiative encourages participants to integrate visual storytelling and technical skills into their academic assignments. This approach not only promotes creativity but also serves as a bridge to engage family members, allowing students to showcase their academic progress in an accessible and meaningful format.

The study evaluates the effectiveness of this approach through a detailed analysis of survey data, revealing a range of benefits. Students reported significantly heightened interest in their coursework, improved motivation to participate in group projects, and a deeper engagement with the subject material. The flexibility of the video format also afforded students more time for thoughtful preparation, which translated into improved language proficiency and communication skills. These outcomes highlight the broader educational value of video-based assessments, offering a dynamic way to address the limitations of traditional evaluation methods while enhancing the learning experience.

This paper concludes that video-based assessments are a transformative pedagogical tool, particularly in the context of international education. By integrating creative expression with academic rigour, the approach fosters a well-rounded development of skills that extend beyond the classroom, preparing students for the multifaceted demands of a globalised world. Future research will explore the scalability of this model across diverse educational settings and its potential long-term impact on student outcomes.

References:
[1] Lan, Y.J. and Chen, N.S., 2024. Teachers’ agency in the era of LLM and generative AI. Educational Technology & Society, 27(1), pp.I-XVIII.
[2] Sablić, M., Mirosavljević, A. and Škugor, A., 2021. Video-based learning (VBL)—past, present and future: An overview of the research published from 2008 to 2019. Technology, Knowledge and Learning, 26(4), pp.1061-1077.

Keywords: Technology, University Education, Engineering.