16 Enhancing Digital Storytelling with Genmo AI and Gemoo’s Clippa

Abstract

Technology has evolved in its function with educational systems. Advanced technologies are introduced yearly with new devices, hardware, software, programming, electronics, machines, and more. Educators can use these tools to improve instruction, engage learners, manage responsibilities, and ease planning stress. When used thoughtfully and responsibly, the possibilities are endless with cutting-edge tools such as artificial intelligence (AI) powered programs. This chapter explores how an AI-powered video generator and video editing tool can change how students write stories. Progressive technological tools can heighten the effects of storytelling with vibrant visuals and audio. Digital storytelling can foster motivation, inspiration, and determination from young minds as they create original content.

Introduction

In this fast-paced, technologically changing world, educators do not always have time to explore the endless artificial intelligence (AI) powered programs available to enhance teaching in the classroom. Teachers are busy with other professional duties that limit their ability to research new technologies to introduce to their students. Keeping students occupied with the same old storytelling and presenting methods can be tiresome. Exploring the latest technological advances can illuminate students’ experiences in the classroom and spark interest in new avenues of education. When used effectively, technology not only enhances students’ learning, comprehension, and performance, but also boosts their motivation to learn, fosters collaborative learning, and cultivates critical thinking and problem-solving skills (Schacter and Fagnano, 1999).

AI video generators and video editors can initiate enthusiasm in students when they are required to create digital storytelling or presentations. Students can learn new technological skills through these programs and enhance their storytelling by using their creativity and originality to make stories come to life on screen. Instead of illustrating pictures for their stories, they can create moving visuals on the AI video generators with thoughtful and imaginative prompts. Then these scenes can be pieced together with a video editor, which can foster more imaginative and analytical thought with how to add mood, settings, transitions and excitement to their overall video effects. According to Pedró et al. AI education not only helps children knowledge of what emerging technologies are and how they work but can also influence and inspire future AI users, ethical designers, software developers, and researchers (2019). Creating and editing videos does not have to be difficult for teachers and students; this chapter explores simple ways to create content without the headache of signing up for paid subscriptions and complicated steps to editing videos. Using these AI programs can speed up the production time of classroom video creation. The students can use their ingenuity and critical thinking skills when making their stories or presentations come to life.

Figure 1

Digital Sequence Reflecting Close-up on an Eye

Note: Leona McLeod (2024) generated this image using the NightCafe AI platform. CC dedicates any rights it holds to this image to the public domain via CC0.

Learning Objectives

Case Study

Creating content online is quite popular with this generation’s youth. Therefore, creating videos using AI tools is an excellent avenue for educators and students to explore. Dreon et al. (2011) explain: “Making content and connections relevant to students’ lives helps bring meaning and purpose to instruction in all content areas” (p. 7).  Genmo AI features a simple way to create dynamic videos with detailed prompts. These videos are quite short, but several videos on the same subject could be pieced together with Gemoo’s Clippa, a video editing tool.  Both Genmo AI and Clippa can be used in the classroom to create digital stories. Digital storytelling is a great way to express students’ creativity. Smeda et al. (2014) write: “Digital storytelling is used as an embodiment of multimedia production for education purposes. Therefore, this is becoming a part of our lives, and is on the threshold of becoming an important part of teaching and learning as well” (p. 2). Innovative educators can utilize this opportunity to try out new AI technologies for creating digital stories in their classrooms. The following steps feature how digital storytelling can be achieved using both Genmo AI and Gemoo’s Clippa.

Using AI to create short videos: https://www.genmo.ai/   

Figure 2: Steps for Creating Genmo AI Videos

Note: Leona McLeod (2024) generated this image using the Canva platform. CC dedicates any rights it holds to this image to the public domain via CC0.

Using Gemoo’s Clippa to edit videos:

Go to https://editor.gemoo.com/dashboard to start a new project. No sign-up is necessary unless you intend to save your project. A simple Google sign-in would ensure your projects are saved.

Figure 3

Note: This image is a screenshot taken from the Gemoo platform and permission has been given by Gemoo to use it.

To start the editing process, users will start by uploading videos from their downloads file into the video editor through “Media”. Another option is adding videos that are available on the editor to fill in gaps if needed. The videos can be dragged into place once they are added into the editor. The time scales can be lengthened and shortened by dragging the edges.

Figure 4

Note: This image is a screenshot taken from the Gemoo platform and permission has been given by Gemoo to use it.

The videos can be dragged into place once they are added into the editor. The videos can be modified with the settings, adjust, and animations.

Figure 5

Note: This image is a screenshot taken from the Gemoo platform and permission has been given by Gemoo to use it.

To make videos more visually similar, users can add filters to them. The filter option can be dragged into place on the editor and applied to all the videos.

Figure 6

Note: This image is a screenshot taken from the Gemoo platform and permission has been given by Gemoo to use it.

Another feature of Clippa is adding audio to your video. This is added to the editor once selected, it can be dragged to fit the timing of the video. You can add different audio clips to sections of your video. Audio can also be uploaded through “Media” if have pre-recorded audio for your video.

Figure 7

Note: This image is a screenshot taken from the Gemoo platform and permission has been given by Gemoo to use it.

On the Clippa editing tool, users can add transitions to their video by dragging and dropping desired transitions between video clips.

Figure 8

Note: This image is a screenshot taken from the Gemoo platform and permission has been given by Gemoo to use it.

 Users can add text to their videos as well. The text can be edited to different fonts, sizes, colors, and opacity. There is also an option to add animations to text in the videos. The length of the text can be adjusted in the editor by dragging the edges.

Figure 9

Note: This image is a screenshot taken from the Gemoo platform and permission has been given by Gemoo to use it.

Another option for users is the Canvas size which shows the optimal ratios for uploading to other sites such as YouTube, TikTok, Facebook and other social media platforms.

Figure 10

Note: This image is a screenshot taken from the Gemoo platform and permission has been given by Gemoo to use it.

 Users can also select photos as part of a scene in their videos. Clippa has photos available to choose from but photos can also be uploaded through “Media”.

Figure 11

Note: This image is a screenshot taken from the Gemoo platform and permission has been given by Gemoo to use it.

The elements section can add gifs and stickers to videos, this would be appealing to the younger users.

Figure 12

Note: This image is a screenshot taken from the Gemoo platform and permission has been given by Gemoo to use it.

Clippa has a record feature which includes using the webcams of users, audio, and screen recording. This section would be more beneficial for content creators.

Figure 13

Note: This image is a screenshot taken from the Gemoo platform and permission has been given by Gemoo to use it.

Lastly, once all users are satisfied with the editing of their video, they can choose to export the video for sharing purposes. Clippa gives options for format and resolution.

Figure 14

Note: This image is a screenshot taken from the Gemoo platform and permission has been given by Gemoo to use it.

Responsible use of AI 

Future Research and Innovation 

AI technology is always advancing as time goes on. Even just days or weeks can significantly change and improve an AI programs output. With the rapid development of several AI programs, few will remain prominent in education. Educational leaders will be the ones responsible for ensuring teachers are able to use AI in their classrooms, so they should be the trailblazers to transform education.

Suggested Readings:

1. Chiu (2021) outlines how to incorporate AI into education, as well as explaining the many layers of AI technology. It is a good resource for educators to familiarize themselves, to help them make sense of evolving AI programs.
2. The article written by Dreon et al. (2011) highlights the importance of digital storytelling. This article emphasizes the need for differentiated instruction in the storytelling field by allowing students to express themselves by using technology to harness their creativity in meaningful ways.
3. The book Rief (2018) features several writing prompts for middle years. These writing prompts include several lessons, writing samples and instructions that can help teachers give their students inspiration, motivation, and encouragement for writing. When the writing process of digital storytelling needs some encouragement, this resource can help teachers inspire students to create stories based on several writing prompts available in the text.

Websites to visit:

1. Futurepedia. (2024). Retrieved 30 October, 2024, from https://www.futurepedia.io/
2. Public Prompts. (2024). Retrieved 30 October, 2024, from https://publicprompts.art

Summary

Acknowledgements

• Thank you for the individuals who gave me feedback on this chapter.
• Artificial Intelligence was used in developing videos from Genmo AI with using descriptive prompts to create scenes for my demonstration and video. I have applied Grammarly to help correct grammatical errors and sentence structure in this chapter. Microsoft Copilot assisted in writing an abstract for this paper. Still, I chose not to include it because it was too similar to a paragraph I had already included at the beginning of this chapter. I also asked Microsoft Copilot to write an APA citation for Microsoft Copilot, Genmo AI and Gemoo.

Open Researcher and Contributor ID (ORCID)

Leona McLeod  https://orcid.org/0009-0005-7989-6667

Leona McLeod is pursuing a Master of Education in Educational Technology and Design. Her research interests include using AI in the classroom and revitalizing Cree language through technology. She has worked as a high school math and science teacher for 11 years and now works as a Numeracy Coordinator for Lac La Ronge Indian Band schools.

References

Chiu, T. K. F. (2021). A holistic approach to the design of artificial intelligence (AI) education for K-12 schools. TechTrends, 65(5), 796–807. https://doi.org/10.1007/s11528-021-00637-1

Dreon, O., Kerper, R. M., & Landis, J. (2011). Digital storytelling: A tool for teaching and learning in the YouTube generation. Middle School Journal, 42(5), 4–10. https://doi.org/10.1080/00940771.2011.11461777

Genmo. (2024). Genmo. Retrieved October 30, 2024 from https://www.genmo.ai/ 

 Gemoo. (2024). Gemoo Editor. Retrieved October 30, 2024 from www.gemoo.com

 Grammarly. (2024). Retrieved 5 November 2024, from https://www.grammarly.com/

Microsoft. (2024). Copilot [Large language model]. Retrieved October 30, 2024 from https://copilot.microsoft.com

Pedró, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. UNESCO.

Rief, L. (2018). The Quickwrite Handbook: 100 Mentor Texts to Jumpstart Your Students’ Thinking and Writing. Portsmouth, NH: Heinemann.

Sabzalieva, E., & Valentini, A. (2023). ChatGPT and artificial intelligence in higher education: quick start guide – UNESCO Digital Library. (2024). Retrieved November 4, 2024, from https://unesdoc.unesco.org/ark:/48223/pf0000385146

Sanusi, I. T., Ayanwale, M. A., & Chiu, T. K. F. (2024). Investigating the moderating effects of social good and confidence on teachers’ intention to prepare school students for artificial intelligence education. Education and Information Technologies, 29(1), 273–295. https://doi.org/10.1007/s10639-023-12250-1

Schacter, J., & Fagnano, C. (1999). Does computer technology improve student learning and achievement? How, when, and under what conditions? J. Educational Computing Research, 20(4), 329-343.

Smeda, N., Dakich, E. & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: A comprehensive study. Smart Learning Environments, 1(6). https://doi.org/10.1186/s40561-014-0006-3