The student use of Artificial Intelligence (AI) has augmented substantially within the last 5 years, with a considerable increase between the last two. Using AI for educational purposes is a common and trendy practice. This new tool has changed the old-fashioned “copy & paste” procedure with a more sophisticated and straightforward methodology for students to reduce the time and effort they put into written reports. Students primarily use GenAI to explain concepts, summarise articles, and suggest research ideas, but many students currently include AI-generated text in their reports directly. This has become very popular as students believe that AI helps them save time and improves their work quality. Despite using AI has the risk of being accused of academic misconduct and the fear of getting false or biased results, the improvement of AI becoming more indetectable is pushing and encouraging students to use AI more and more.

Lecturers show a good record of protecting the integrity of assessments with a clear AI policy to detect student misconduct. However, this is quite difficult and assessing students’ reports is more challenging. Thus, finding novel activities to promote student learning and measure performance is necessary. Visual and audiovisual tools have never been so accessible as a teaching tool, and today’s students are more technologically literate than ever. Rather than lecturers creating instructional posters and videos for their students, why not try having students create their own? They will learn the course material and valuable soft skills, such as image processing, image edition, public speaking, video recording and editing skills that will benefit them in their future endeavours. AI can also be used to create images and videos so that students can discover other valuable applications of AI. Besides, creating posters and videos is more challenging and engaging for students than writing traditional reports. From a learning perspective, it requires more effort, as first, they need to find information and then understand and explain it in their own words.

Given this background, this work reports on the effect of substituting old-fashioned written reports with educational visual (posters) and audiovisual (videos) materials created by students. This experience has been conducted in the “Science and Technology of Combustion” subject, belonging to the Master in Chemical Engineering at the University of Zaragoza. 16 students participated in this activity, divided into 4 groups of 4 people each. Each group selected a subject-related topic and developed a poster or a video. Measures of performance outcomes achieved with this activity were outlined during the presentation of the material created, with the quality of the works and the insights gained by the students into their topics being assessed. Additionally, students explained how they developed the materials and the software and type of AI used. An anonymous, open-ended questionnaire was distributed to gather information about the students’ engagement, perceptions and preferences when completing educational works, i.e., comparing the traditional written works vs. videos and/or posters. The intrinsic novelty of making students responsible for developing educational material makes this experience important in understanding how to facilitate global and inclusive education and combat student misconduct linked to AI misuse.

Keywords: Artificial Intelligence, Written reports, Posters, Videos, Educational material.