Turning the Page
Pre-Class AI-Generated Podcasts Improve Student Outcomes in Ecology and Environmental Biology
Bibliographic Data
| ID | 22046505 |
|---|---|
| Authors | Laura Díaz Villalba (0000-0001-6936-6666, University of La Verne), Laura Díaz (0000-0002-7028-4972, University of La Verne), Víctor D Carmona-Galindo (0000-0003-2974-0494, University of La Verne, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 1 |
| Pages | 168 |
| Publication date | 2026-01-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16010168 |
| OpenAlex | W7125517413 |
| Language | EN |
| References cited | 49 |
In the aftermath of the COVID-19 pandemic, instructors in higher education have reported a decline in foundational reading habits, particularly in STEM courses where dense, technical texts are common. This study examines a low-barrier instructional intervention that used generative AI (GenAI) to support pre-class preparation in two upper-division biology courses. Weekly AI-generated audio overviews—“podcasts”—were paired with timed, textbook-based online quizzes. These tools were not intended to replace reading, but to scaffold engagement, reduce preparation anxiety, and promote early familiarity with course content. We analyzed student engagement, perceptions, and performance using pre/post surveys, quiz scores, and exam outcomes. Students reported that the podcasts helped manage time constraints, improved their readiness for lecture, and increased their motivation to read. Those who consistently completed the quizzes performed significantly better on closed-book, in-class exams and earned higher final course grades. Our findings suggest that GenAI tools, when integrated intentionally, can reintroduce structured learning behaviors in post-pandemic classrooms. By meeting students where they are—without compromising cognitive rigor—audio-based scaffolds may offer inclusive, scalable strategies for improving academic performance and reengaging students with scientific content in an increasingly attention-fragmented educational landscape
Academic achievement · Audio equipment · Educational technology · Environmental education · Higher education · Instructional design · Science education · Study Skills · Innovations in Educational Methods · Innovative Teaching Methods · Visual and Cognitive Learning Processes
Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students
Improving Students’ Learning With Effective Learning Techniques
Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math
Multimedia learning
Active learning increases student performance in science, engineering, and mathematics
A Review of Self-regulated Learning
ChatGPT for good? On opportunities and challenges of large language models for education
Supporting Student Success and Persistence in STEM With Active Learning Approaches in Emerging Scholars Classrooms
“You’re not learning skills—you’re just realizing what you can do”
Catalyzing Equity in STEM Teams
Enhancing Collaborative Learning in Higher Education through Podcast Production
The Ecology of Climate Change
Generative AI Tools in Salvadoran Higher Education
Science Identity in Undergraduates
Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT
What is a podcast? Considering innovations in podcasting through the six-tensions framework
The promise and challenges of generative AI in education
Governed by Edtech? Valuing Pedagogical Autonomy in a Platform Society
Learning as a Generative Activity
Learner-generated podcasts
Pedagogical Applications of Generative AI in Higher Education
| Citation velocity | historical |
|---|---|
| Highly cited | No |