AUTOMATED EDITING TOOLS FOR MEDIA STUDENTS: A COMPARATIVE STUDY

Purpose: To assess automated editing tools applied in the media education on the basis of technical and pedagogical terms.Methodology: Four categories of automated editing tools were evaluated based on a multi-dimensional model based on the level of automation, usability, creative control, pedagogical compatibility, and workflow efficiency. A student case study based on tasks was added to quantitative scoring.Results: The results show that high automation is more efficient and accessible, yet less creative transparency and conceptual comprehension. Equipment with balanced automation has better learning results.Implications: The study suggest that an automated editing tool should be integrated in the media education stages on the basis of a blended approach, depending on the stage.Originality: The article offers a comparative educational theory of evaluating AI-assisted editing tools.