This study examines the implementation of a generative AI–assisted multimedia creation project in a university Spanish course and explores the learning process evidence emerging from this classroom-based intervention. The study was conducted in a one-credit elective course, Multimedia Spanish Learning. After the midterm, students completed an AI-assisted group creation task and submitted a multimedia product together with a grammar explanation sheet; all groups ultimately chose songs or videos as their final products. Adopting a mixed-methods design within a teaching-practice research orientation, the study drew on both quantitative and qualitative data. Quantitative data included descriptive pre/post trends from a seven-dimension survey administered as part of a faculty-wide project—covering digital literacy, problem solving and creative thinking, critical thinking and communication, collaboration, self-directed learning, digital citizenship, and interdisciplinarity—as well as standardized relative change in course performance (Δz) as a supplementary indicator. Qualitative data comprised draft–final comparisons, grammar explanation sheets, peer assessment comments, rubric information, and teacher observations.
The findings show that post-course averages were higher across the seven survey dimensions, suggesting positive descriptive trends in students’ self-perceived competencies and perceptions related to task participation. However, Δz results showed a mixed distribution of relative performance change, indicating that course performance should not be interpreted as direct evidence of language ability gains. Qualitative analyses further revealed patterns of human–AI collaborative revision, including language-form adjustment, reinforcement of grammar focus, and rule explanation through grammar explanation sheets. Peer feedback frequently highlighted learning value and comprehensibility cues, such as clarity of grammar focus and usefulness for review, providing additional process evidence for interpreting the divergent quantitative results. Overall, the contribution of this study lies not in demonstrating that generative AI directly improves Spanish proficiency, but in presenting a feasible PBL-oriented classroom design that integrates AI tools into multimedia language-learning tasks and identifies revision records, grammar explanation sheets, and peer feedback as useful evidence sources for examining language-processing processes and competency-oriented learning behaviors. Implications include strengthening linguistic scaffolding, improving alignment between tasks and assessment, enhancing pre/post comparability, and conducting iterative action cycles to refine AI-supported task design and evaluation.
