Filmmaking Education and Artificial Intelligence: History
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Wei Yang
,
Hyemin Lee
,
Ronghui Wu
,
Ru Zhang
,
Younghwan Pan

Artificial intelligence (AI) has witnessed remarkable advancements, revolutionizing various industries and domains, including education. From intelligent algorithms in the financial sector to diagnostic tools in healthcare and autonomous vehicles in transportation, artificial intelligence (AI) has demonstrated immense potential across various domains. However, despite its remarkable strides in many fields, the application of AI in the realm of education has lagged behind. Its full potential in the field of filmmaking education remains largely untapped. 

  • artificial intelligence
  • education
  • filmmaking

1. Introduction

In recent years, artificial intelligence (AI) has witnessed remarkable advancements, revolutionizing various industries and domains, including education [1]. From intelligent algorithms in the financial sector to diagnostic tools in healthcare and autonomous vehicles in transportation, artificial intelligence (AI) has demonstrated immense potential across various domains. However, despite its remarkable strides in many fields, the application of AI in the realm of education has lagged behind [2]. The education sector is gradually realizing that AI can not only be used to optimize school and student management but can also fundamentally transform the essence of education itself. This awareness is driving educators and researchers to actively explore how AI can enhance learning methods, improve curriculum efficiency, and personalize the student experience. The AI’s potential to transform traditional educational practices and enhance learning experiences has sparked interest among educators and researchers. In recent years, large language models like ChatGPT have emerged as prominent representatives in the fields of natural language processing and artificial intelligence. These models have not only achieved significant success in business and research but have also garnered increasing interest in higher education. As a forward-looking educational tool, large language models are reshaping the landscape of education, fostering innovation in both learning and teaching [3]. Against this backdrop of educational transformation, our focus is directed towards the field of higher education in filmmaking—a domain characterized by creativity, technicality, and constant evolution. Filmmaking is not merely an art but also a technical discipline that integrates literature, visual arts, music, and technology. It stands as an interdisciplinary field in which creativity, technical skills, and adaptability are of paramount importance. Students receiving a filmmaking education must cultivate creativity, master the art of cinematography and post-production techniques, and remain adaptable to the ever-changing preferences of their audience. The integration of AI tools holds the promise to optimize curriculum design and foster personalized learning for aspiring filmmakers and could trigger a fourth educational revolution [4].
It goes without saying that the world is currently experiencing a sustained and ubiquitous technological revolution. Fueled by these technological innovations and ever-evolving audience preferences, the filmmaking industry is dynamic and continuously evolving [5]. The emergence of technological innovations, the rise of digital media, and the diversification of audience preferences have presented both new challenges and opportunities in the field of filmmaking. In order to equip students with the competitiveness required for successful employment, filmmaking education must adapt to these changes to ensure that graduates are capable of performing effectively in a variety of job roles. However, addressing these changes within an educational environment, delivering the required skills and knowledge to students, and designing a comprehensive and highly adaptable curriculum to meet the evolving demands of the industry is a challenging task [6].

2. The Integration of AI into Education

The rapid advancement of artificial intelligence technology has had a profound impact on various aspects of human society, including the economy, social systems, science, and education. AI has been applied to diverse tasks in different domains, such as software engineering [7], data augmentation [8], medical education [9], code generation [10], and autonomous vehicles [11], addressing various AI tasks [12]. In the realm of education, which is our primary focus, the application of AI technology can be traced back to the last century when the first intelligent tutoring system, “SCHOLAR”, aimed to support learning geography and could interact with students to some extent. These early attempts paved the way for the integration of AI technology with education. In recent years, AI has evolved from a mere academic research tool into a powerful ally for both educators and students. AI shows great promise in addressing some of the challenges faced by educators and students, bringing new possibilities to the field of education.
In the current surge in the discussion around the role of AI in education, Moreno-Guerrero et al. analyzed the literature on AI in education based on research published between 1956 and 2019. They found that earlier research focused more on the technical process, but more recent research focused on the development of AI in the teaching process [13]. In recent years, the majority of researchers have focused on the applications of artificial intelligence in various aspects of education. These areas include promoting personalized learning, providing teaching support, managing extracurricular activities, assessing projects, aiding in academic writing and data analysis, offering virtual experiments and simulations, and enhancing plagiarism detection. For instance, artificial intelligence is being used to consider students’ strengths, weaknesses, and individual learning styles, thereby enabling the creation of personalized learning pathways which are tailored to each student’s needs [14]. Education professionals can also harness the power of artificial intelligence for swift assignment assessments, which saves them a significant amount of time [3]. AI is being employed to enhance students’ writing and research skills by providing immediate answers and support for interdisciplinary research projects. This includes features like grammar and spelling checks, which assist students in improving the quality of their writing and reduce inadvertent citation errors, thereby providing robust tools and resources for academic writing and research [15]. By analyzing vast amounts of data from past projects and educational outcomes, AI aids educators in making data-driven decisions to optimize the learning experience [16]. AI-driven virtual environments further enable students to intuitively explore their design concepts, deepening their understanding of spatial relationships and user interactions [17]. Furthermore, artificial intelligence algorithms can assess design projects based on aesthetic principles, usability, and audience engagement [18]. The design recommendations and inspiration generated by AI can expand students’ creative horizons and enhance their ideation phase [19]. When discussing the application of artificial intelligence in higher education, another crucial aspect to consider is its role in plagiarism detection and academic integrity. Artificial intelligence plays a significant role in detecting and preventing academic plagiarism and unethical behavior. It analyzes a submitted text, compares it with extensive literature databases literature, and identifies any similarities. This plagiarism detection not only helps uphold academic ethics but also provides educational institutions with effective means to ensure academic integrity [20]. Conversely, many researchers also focus on issues of ethics and integrity with respect to the use of artificial intelligence for academic writing, sparking extensive discussions [21][22][23]. For the convenience of researchers, a list of some research articles on the use of AI in higher education in Table 1 is summarized.
Table 1. List of articles addressing the use of AI in higher education.
Category Article Citations Description
Management system Popenici et al. [24] 286 Identify some of the challenges in using AI technologies for teaching, learning, student support, and management
Ge et al. [25] 11 AI for the creation of teaching management methods for higher education
Maria et al. [26] 20 System for AI-based student diagnosis, assistance, and evaluation
Ming et al. [27] 11 Assess the quality of education
Jain et al. [28] 72 Assess a student’s understanding of a topic
Lin et al. [29] 37 An intelligent counseling system that detects emotions
Teaching support Ocaña-Fernández et al. [30] 82 The digital language popularization of AI
Bates et al. [31] 118 Potential and actual implications for higher-education teaching
Kong [32] 62 A model was designed to quantify the effect of applying AI in teaching art
Saplacan et al. [33] 12 Digital interfaces use design to evoke positive emotions
Dekker et al. [34] 28 The potential of AI to improve academic performance
Frieder et al. [35] 130 Evaluate the help of AI in mathematics education
Gilson et al. [36] 50 Evaluate the aid of AI in medical education
Academic writing Nazari et al. [37] 82 An AI-driven writing tool can be an effective tool
Salvagno et al. [15] 183 The aid of AI in academic writing
Virtual experiments and simulations Mirchi et al. [38] 154 AI tools are used for surgical and medical simulation training
Janpla et al. [39] 8 Testing the use of AI in e-learning environments
Personalized learning Meng et al. [40] 42 Personalized content for students
Villegas-Ch et al. [41] 97 Stimulating students’ interest in learning
Thomas et al. [42] 63 Dynamically adjusted to suit individual learners
Plagiarism Gao et al. [20] 177 Comparing scientific abstracts generated via ChatGPT to original abstracts
Mohammad et al. [21] 78 Detecting plagiarism in academic papers generated via AI
We primarily focused on the use of artificial intelligence in course-related tasks in higher education. Some researchers have experimented with using AI to create course outlines for specific courses. For instance, they have asked ChatGPT to “prepare a detailed syllabus for the Algorithm and Data Structures course.” ChatGPT can generate a comprehensive outline for the course, including topics, subtopics, and learning objectives [43]. Additionally, some researchers have explored the use of artificial intelligence in career-planning courses in higher education. They employed AI to recommend courses to students and conducted intergroup experiments. The results revealed that the AI recommendations positively impacted the students’ learning and career planning [44]. Due to the novelty of the topic and the fact that most researchers have been focusing on applying artificial intelligence in areas like personalized learning, teaching and academic support, and plagiarism and cheating, little work has been carried out in the field of course administration in higher education.

3. Filmmaking Education and the Integration of AI into Education

Over the years, the field of filmmaking education has witnessed significant development. Filmmaking is a unique and creative art form that holds a special place in the realm of creative expression. It encompasses a wide range of design elements, from scriptwriting and set design to cinematography and visual effects, and each aspect requires meticulous planning to convey specific emotions and stories [45]. Education plays a pivotal role in nurturing talent for filmmaking, providing the necessary knowledge and skills that enable creators to effectively utilize design elements to convey their creativity. It encompasses not only technical training but also the cultivation of creative thinking and storytelling, which are vital aspects of filmmaking [46]. Students will explore various aspects of filmmaking, including scriptwriting, cinematography, sound design, and editing. They will apply theoretical concepts to real-world scenarios through individual or collaborative projects [47].
The field of filmmaking education also faces a series of challenges, including the rapid evolution of digital tools and technologies, as well as the importance of project management in filmmaking. The emergence of new post-production software and visual effects tools demands that students master these tools to remain competitive in the future filmmaking industry [48]. The integration of Virtual Reality (VR) and Augmented Reality (AR) technologies poses new challenges for filmmaking education as students need to understand how to create within virtual environments [49][50]. The emergence of new technologies and tools has expanded the possibilities of filmmaking. However, facing this array of technologies, there is a concern about whether students might become overwhelmed during their filmmaking education. How can a balance be struck between teaching these technologies and nurturing creativity within the constraints of the students’ limited curriculum [51]? In addition, project management in the field of filmmaking is an aspect that cannot be overlooked [52]. Students can learn how to analyze film data and collaborate with colleagues on film projects. Many professionals in the film industry have faced a lack of competitiveness upon entering the field due to inadequate preparation in these essential skills during their education. The current curriculum models in university filmmaking programs shape the professional learning of future filmmakers. To ensure that they can adapt to the constantly evolving film industry, we must be vigilant about ”existing” models. In order to provide students with the most meaningful and suitable educational environment, we need to be willing to break free from restrictive frameworks and rigid assessment methods within the education system [53].

4. The Role of AI in Enhancing Filmmaking Education

The interaction between filmmaking and artificial intelligence (AI) has a rich history and an evolving present. As far back as the 1950s and 1970s, the filmmaking industry was exploring the potential of AI technology, using computer-generated special effects and animations, as seen in the 1968 film 2001: A Space Odyssey [54]. The 1980s and 1990s witnessed the rise of Computer-Generated Imagery (CGI), which provided new visual possibilities for filmmaking. The emergence of this technology allowed filmmakers to create visual effects that were previously impossible, as seen in films like Jurassic Park, which featured lifelike dinosaurs [55]. Indeed, while these effects were primarily based on programming and algorithms, they can be seen as precursors to AI technology. With the rapid advancement of computer technology, AI has been extensively utilized in various post-production aspects of filmmaking in the 21st century. These include audio and video editing, color correction, visual effects composition, and scene generation [56]. Furthermore, AI has also begun to make its mark in the composition of film music, generating original music by analyzing emotions and plotlines [57]. In recent years, AI technology has even ventured into the realms of generating movie scripts and designing characters [58]. Film recommendation systems have also harnessed the power of AI, personalizing movie recommendations through the analysis of viewer data [59].
Despite the current limitations of AI technology, the scope of AI applications in the field of filmmaking is continuously expanding. This trend presents innovative opportunities for filmmaking and foreshadows AI’s continued significance in movie production in the future.
AI not only plays a role in the filmmaking process but also offers interesting applications in filmmaking education [60]. The field of filmmaking education has been constantly seeking innovative teaching methods and tools to adapt to evolving industry demands. The rapid development of artificial intelligence technology has brought new opportunities and challenges to filmmaking education [61]. In filmmaking education, AI can analyze students’ learning habits, interests, and academic backgrounds to provide personalized course recommendations which are tailored to each student’s learning needs. This personalized learning path can enhance students’ motivation and engagement. Additionally, AI can predict the skills and knowledge that might be needed in the future by analyzing trends and developments in the film industry. This information can assist educational institutions in adjusting their course content to align with industry demands [62]. However, as discussed earlier in a general context about the integration of AI into education, the academic literature on AI’s involvement in course design in higher education is very limited, and even fewer resources are available regarding course design in filmmaking education. The introduction of AI into filmmaking education has sparked discussions among many researchers, including concerns about the reliability and accuracy of the technology [56]. Questions about whether AI’s recommendations genuinely suit each student and how AI ensures its suggestions are based on accurate data and analysis are essential considerations. Furthermore, while AI can provide insights into course design, the experience and creativity of human educators remain indispensable in the course design process [63].
The use of artificial intelligence to assist in developing more effective and relevant courses in curriculum design and educational planning has the potential to significantly enhance the quality of film production education.

This entry is adapted from the peer-reviewed paper 10.3390/electronics12234813

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