Alberto Sanchez-Acedo

Generative artificial intelligence (Gen-AI) tools have a significant impact on the creation of audiovisual content. Although these tools are still at an early stage in video production, there are tools such as Sora (OpenAI) that demonstrate the great potential of Gen-AI to create advanced audiovisual content. This study evaluates through a comparative analysis the level of realism, attractiveness and composition of the videos generated by Sora compared to real videos. Using a questionnaire validated by experts (n = 12), a quasi-experiment was conducted with college students (n = 62) who were divided into two groups: a control group that visualized real videos from YouTube and an experimental group that visualized videos created with the Sora tool. The results show that attractiveness, particularly the elements of lighting, saturation and color, are key factors in the recognition of a Gen-AI video. The paper concludes that Gen-AI tools should focus on improving the attractive elements to achieve more consistent and natural results.

Extended reality (XR)—which includes virtual reality (VR) and augmented reality (AR)—is becoming increasingly popular for sharing scientific knowledge. This research evaluates the state-of-the-art in XR for scientific communication. Our two-phase methodology began with a Systematic Literature Review, identifying 94 relevant articles and conference papers from the last decade (2013-2023) sourced from the Web of Science and SCOPUS databases. These publications show scholars and practitioners using XR to convey scientific findings, foster awareness, ignite interest, shape opinions, and enhance understanding. In the second phase, we applied data clustering and analysis. Our findings highlight a significant increase in XR studies over the last decade, with the XR technologies used for communication (N = 24), dissemination (N = 23), educational/training (N = 21), and decision-making (N = 10). Our results indicate the need to establish clearer guidelines for aligning science communication and to create more possibilities to publish peer-reviewed research in.

El desarrollo del metaverso y las tecnologías inmersivas requiere la formación de nuevos perfiles profesionales que dispongan de competencias específicas para diseñar y gestionar entornos virtuales interactivos. Estas deben, además, estar alineadas con marcos específicos como el Marco de Competencias Digitales para la Ciudadanía (DigComp) y estándares como el European Skills, Competences, Qualifications and Occupations (ESCO) para armonizar la formación en el ámbito europeo, e impulsarla en un mercado creciente en el que se demandan habilidades avanzadas en creación de contenido digital. Desde un enfoque constructivista y de aprendizaje experiencial, esta investigación diseña, implementa y evalúa talleres formativos basados en Aprendizaje Basado en Proyectos, utilizando A-Frame como herramienta para el desarrollo de entornos inmersivos. El estudio, realizado con estudiantes universitarios (n=51), sigue un diseño pretest y postest para analizar la percepción de utilidad, satisfacción y adquisición de competencias digitales. Los participantes reconocen el potencial de A-Frame para integrarlo en sus futuras prácticas profesionales. Se concluye que la formación de los futuros profesionales debe integrar estrategias multidisciplinares que combinen competencias digitales avanzadas y metodologías activas. Esto es fundamental para responder a las demandas de un mercado laboral en evolución y aprovechar las oportunidades que ofrece el metaverso en el campo comunicativo.

En las últimas décadas, las tecnologías inmersivas han creado nuevas posibilidades para la producción audiovisual, facilitando al usuario interactuar de manera directa en el relato y haciéndole partícipe de este. Esta investigación presenta un análisis centrado en el proceso de producción de un vídeo 360º cuyo objetivo es mostrar, de forma sencilla, procesos industriales complejos, como la valorización de productos de valor añadido mediante pirólisis catalítica. A través de este estudio de caso, se describen las etapas de preproducción, producción y postproducción, detallando las decisiones narrativas y técnicas para el uso del formato de vídeo 360ª. Los resultados presentan un estudio de caso basado en la realización de un proyecto inmersivo orientado a la sensibilización medioambiental y la ecoalfabetización de los usuarios. Busca, a través de un formato novedoso, facilitar la comprensión de conceptos industriales complejos. Las conclusiones ofrecen una guía para la replicación de este producto aplicado a contenidos de educación y comunicación científica.

Esta investigación analiza el impacto de la Inteligencia Artificial Generativa (IAG) en la creación de contenidos audiovisuales y multimedia mediante un estudio comparativo de Recursos Educativos Abiertos (REA) desarrollados (n = 121) en dos MOOC enfocados en combatir la desinformación, donde uno emplea IAG y el otro no. El análisis compara tanto los procesos de producción como los resultados obtenidos en dimensiones clave como eficiencia, calidad técnica y formal y accesibilidad a las herramientas. Los resultados muestran que la IAG mejora la eficiencia y calidad en la producción de los rea, facilitando la creación de contenidos de alta calidad con un menor costo. Su uso permite producciones más accesibles y escalables ampliando las posibilidades de creación de contenido educativo digital avanzado.

In the ecosystem of artificial intelligence (AI), generative models enable the creation of hyper-realistic manipulations that are extremely plausible due to the precision of the audiovisual objects. These deepfakes are undetectable thanks to their components, which heightens concerns about the distortion of reality in the information ecosystem and how the ability to distinguish between real and fake audiovisual content affects public trust and democratic systems. This is a major challenge for media and information literacy if it is to combat misinfor­mation effectively. In this context, this study presents the results of a quasi-experiment conducted with 80 young people from the Community of Madrid (Spain) to assess their ability to detect deepfakes in immersive environments and to establish whether the context-identifying elements that enable detection of the reputation of the media source shape the credibility of the images. The results show that the images take precedence over the context identifiers, preventing a critical reading of the information that would make it possible to detect visual forgeries, something that is reinforced by their exceptional verisimilitude. It is concluded that the new post-humanist biome of virtual reality and artificial intelligence requires a reorien­tation of media and information literacy to raise the public’s awareness and educate them to make them less susceptible to disinformation based on deepfakes created with generative models.

Immersive journalism is a new form of media communication that uses extended reality systems to produce its content. Despite the possibilities it offers, its use is still limited in the media due to the lack of systematised and scientific knowledge regarding its application. This is a problem because it is a very powerful technology that changes the way audiences receive information and can be used both for new forms of storytelling that generate greater user engagement and for very sophisticated disinformation, which is why it is really important to study it. This study analyses articles published in the last 5 years that cover the use of extended technologies and the metaverse applied to immersive journalism. A systematic literature review applying PRISMA was carried out to identify literature within Web of Science, Scopus and Google Scholar (n = 61). Quantitative and qualitative analyses were conducted on the data collection techniques, the type of the data and the analysis techniques used. The results show a low level of methodological maturity, with research that is fundamentally descriptive and not very formalised, which limits the scope of its results and, therefore, the transfer of knowledge for its application in the configuration of new immersive journalistic products. The metaverse and extended technologies are considered independently and with distinct applications. It is concluded that research in this area is still in an initial exploratory and generalist stage that offers results that are not yet applicable to the promotion of this type of media format.