Deepfakes, which use artificial intelligence (AI) to generate realistic but fake videos or audio of people, are increasingly being recognised for their uses and impacts – both positive and negative.

In education, for example, universities can use readily available tools to turn research papers or lecture slides into video scripts and combine them with avatar-based videos. This allows them to create more educational content quickly and cost-effectively, so that faculty can better focus on teaching.

Another potential application is the creation of immersive educational simulations.

“Historical events could be brought to life by generating synthetic videos of key figures, allowing students to experience a sense of direct interaction,” says Dr Jasper Roe SFHEA, Head of Department Language School at James Cook University in Singapore.

“Alternatively, complex scientific concepts could be explained by virtual instructors, who are able to display physically impossible feats that demonstrate the ideas being taught,” he adds.

Deepfake-powered video creation can also make educational content more inclusive and available.

“For example, academic staff who are less comfortable being on camera, or who would like to better manage language barriers, could create compelling videos by scripting the content and having it delivered in their own voice and image through deepfake technology,” explains Dr Roe.

“This may help a wider range of educators to create video content that connects with their students,” he adds.  

These are some examples of applications and benefits mentioned in a recent study titled “Deepfakes and Higher Education: A Research Agenda and Scoping Review of Synthetic Media”, by Dr Roe and his co-researcher Associate Professor Mike Perkins, Head of the Centre for Research & Innovation at British University Vietnam.

The study also highlighted risks associated with deepfakes, including cyberbullying of students and faculty, academic dishonesty and decaying institutional trust and reputation. For example, deepfakes may be used to create distressing and humiliating content of students or staff; the spread of malicious deepfake information can also tarnish the reputation of a university or staff member. It looks into strategies to counter such risks, through measures such as updating cyberbullying policies, undertaking educational interventions, and developing crisis management plans.

“Schools and universities need to prepare students, teachers and parents for the impact of deepfake-related incidents – sooner rather than later,” says Dr Roe.

“Our research calls forgreater enquiry into several aspects of deepfake use within educational populations and contexts,” adds Associate Professor Perkins.  

“By pursuing this research agenda, the academic community can play a key role in shaping the understanding of, and responses to the challenges and opportunities presented by deepfakes to both the Higher Education sector and society,” he explains.

Strict ethical guidelines and oversight will be needed to ensure that deepfake technology is used responsibly in education, enhancing learning rather than undermine it. Additionally, further research is needed to evaluate how acceptable and impactful these uses are. As deepfake technology continues to evolve, it is crucial for universities to lead in research and innovation to ensure that the power of deepfakes is used responsibly in the service of education and the public good.

Paper

Roe, J., & Perkins, M. Furze, L. (2024). Deepfakes and Higher Education: A Research Agenda and Scoping Review of Synthetic Media. https://open-publishing.org/journals/index.php/jutlp/article/view/1108

Discover further information on areas of research and research strength at James Cook University in Singapore.

Check out Dr Jasper Roe SFHEA’s staff profile.

Contacts

Dr Jasper Roe SFHEA

Media: Ms Pinky Sibal [email protected] / Ms Hoe Shu Rin [email protected]