Leon Downar

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Generative AI (GenAI) tools can be increasingly observed within the video-clipping industry for the creation of short videos. GenAI video clipping tools like OpusClip gain increased importance for creators and clippers. Creators and video-clippers use platforms for short videos like TikTok or Instagram which are heavily consumed and favored by many young people to gain virality and revenue. OpusClip as an example allows a creator or individual to turn long videos into shorts within seconds. Next to the fact that the services from OpusClip are costly, one is only required to insert a link and gets multiple shorts of the related video within seconds.

What particularly sparked my interest here is that OpusClip provides a virality score with the possibility of the short going viral, therefore predicting the popularity of the short. This means that the GenAI from OpusClip can identify potentially viral sequences of a video and recognize what humans might prefer to see. By this, creators as a result can specifically focus on uploading shorts with a high virality score to increase their revenue, virality, and consumer engagement within the comment section. Additionally, the short videos can be directly uploaded to several social media channels within Instagram, TikTok, or YouTube (OpusClip, 2024). With the functionality of GenAI video clipping tools, let us look at the challenges these bring. With the example of a 2-hour-long video interview, our GenAI video clipping tool OpusClip can identify appealing sequences and turn them into shorts. While creating the short, there is one important aspect missing, namely the ability to identify the complete context. Identifying potentially viral sequences is of high importance not only to create virality scores for shorts but also to grab the attention of the viewer. This can lead to the creation of shorts where context will be potentially misinterpreted by the viewer, but at least the virality score is high a creator might think. OpusClip identifies a sequence that might grab the viewers’ attention but potentially misses the message’s complete meaning. Another aspect that one misses in such shorts is the personalized touch of the creator, but will this be compensated with the productivity of the creator in terms of the number of uploaded shorts? I guess this depends on the consumer of the short and his relation to the creator. For creators, GenAI video clipping enhances consumer engagement under viral shorts and therefore can increase their reach, while saving time and increasing revenue (Blanc, n.d.). However, there is an existing risk that their initial message might be misinterpreted or out of context.

References

Opus. (n.d.). OpusClip: Repurpose your long videos into viral clips. Opus. https://www.opus.pro/

Submagic. (n.d.). Opus Clip review: AI video repurposing made easy. Submagic. https://www.submagic.co/blog/opus-clip-review#:~:text=Opus%20Cip%20harnesses%20AI%20to,%2C%20TikTok%2C%20and%20Instagram%20Reels

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The phenomenon of digitalization is now present in nearly every aspect of modern life. In schools and universities, where blackboards and cumbersome projectors once defined the learning environment, there are now modern whiteboards and computers. In recent years, we have taken a step further with the increasing popularity of the Metaverse, virtual reality (VR), and augmented reality (AR) glasses among educational institutions, despite the high cost of such devices. Several companies already let employees take advantage of these technologies, enhancing efficiency and safety.

Since the onset of Covid-19, digital classrooms have become familiar to almost every student. But can virtual and augmented reality enhance the student learning experience? To give you a preliminary idea, everyday AR glasses are priced between $300 and $700 (NRMyW, 2024), while high-end VR headsets cost between $600 and $1000 (Dai, 2024). While more affordable options exist, integrating AR and VR glasses into classrooms remains at a significant expense. Nonetheless, these technologies offer a novel and engaging learning environment. In such a virtual setting, students could engage in interactive simulations. However, is this suitable for every course? I believe not, but for many there are positive aspects. Several courses would benefit from such technologies, particularly those where visualization can significantly enhance understanding, such as in architecture, medicine, or engineering. This aligns with Danhoff’s (2021) observation that students who created experiences in AR showed increased engagement, illustrating how new technologies can positively influence traditional learning systems. I truly believe that additional courses can also benefit from such technologies, potentially at a lower level, but they can still profit. Within a business student aspect, benefits truly arise with the introduction of such technologies as for example data can be visualized and explored in several dimensions. Also, with regards to the complexity of several topics, IT systems can be visualized to understand and manage IT environments, and to prepare business students for digital aspects in their future career.

If budgets are allocated for these new technologies in universities, schools, and courses, teachers and lecturers need to assess how the adoption of these technologies can enhance class participation and the learning experience. But one must also consider the implications new technologies may bring, so very careful consideration is required.

References

Christine Danhoff. (2021, June 16). 7 augmented reality tools for the classroom. Edutopia. https://www.edutopia.org/article/7-augmented-reality-tools-classroom/

Daisy Dai. (2024, May 11). How much is a VR headset? Pimax Store. https://pimax.com/blogs/blogs/how-much-is-a-vr-headset?srsltid=AfmBOorwYwad9kr2WOEAYNuw9wQ1G9IPB34areTV_wQQRU4NEEq1kfpp

What’s the typical price of augmented reality glasses? (2024, May 26). NRMyW. https://nrmyw.com/blogs/articles/ar-glasses-price

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