Abstract

This study evaluated AI-assisted instructional videos in Khmer storytelling instruction for third-year A1-level students. Using a mixed-methods approach, the study employed a pretest–posttest design with experimental and control groups and collected student feedback. The sample included 103 students from two ethnic minority boarding schools. The experimental class’s mean score increased from 7.35 to 9.32, while the control class’s mean decreased from 7.48 to 7.20. The posttest difference was statistically significant (p < 0.001), with a large effect size. Students reported that the videos enhanced their comprehension, recall, and engagement. The findings indicate that AI-assisted videos may improve learning outcomes and experiences in Khmer storytelling instruction.

Keywords: Artificial intelligence (AI), instructional design, instructional videos, Khmer language, storytelling instruction.