In today’s rapidly evolving digital landscape, the rise of generative AI tools such as ChatGPT has fundamentally changed how students research, write, and even think. For educators, this presents both challenges and opportunities: How can we encourage original thought and critical engagement when AI can assist or even automate much of the creative process?
At the Department of Communication’s Introduction to Media Studies course, instructor Fei Dai embraced this challenge head-on—transforming the traditional final assignment into a live, embodied experience. Rather than submitting AI-assisted essays, students were invited to bring their semester-long reflections to life through dramatic storytelling, culminating in a powerful stage performance.
Students’ Performance: Echoes of Distant Fire.
The play, created by students Charles, StevenAndy, Wilson, Gloria, and Saturn, is set during wartime—a fitting backdrop for exploring themes of truth, memory, and media.
Set against the backdrop of World War II, the story follows Wilson, a young journalist who heads to the front lines not to fight, but to document the war with his camera and pen. As he confronts the horrors of battle, he becomes disillusioned with the sanitized, media-friendly versions of war presented to the public.
Transported into a surreal future where his raw footage is edited for clicks and turned into viral content, Wilson grapples with a haunting question: Has truth become just another form of entertainment? The play explores powerful themes of media ethics, memory, and the commodification of truth in both wartime and algorithm-driven digital culture.
Through Wilson’s journey, the students reflect on the role of media in shaping collective memory—and challenge us to reconsider what it means to document reality in an age dominated by spectacle.
This project is much more than a simple drama. It represents a bold pedagogical experiment that reimagines assessment for the era of generative AI. In a time when many traditional assignments risk becoming AI-generated or formulaic, this course creates a space for live dialogue, ethical reflection, and embodied media analysis. Students must step beyond the safety of written work into an environment that demands presence, creativity, and critical thinking.
This innovative approach aligns precisely with the course’s core goals. Introduction to Media Studies is designed to orient students to the evolution of media technologies and their powerful influence on culture, society, and communication. Through Echoes of Distant Fire, students didn’t merely study these concepts—they embodied them. By stepping onto the stage, they reclaimed their voices and engaged deeply with media not just as consumers, but as storytellers and critics.
In the face of AI’s transformative power, fostering original thinking and creative independence has never been more important. This live final assignment shows how DCom can adapt, encouraging students to critically reflect on media’s role in shaping our world—while reclaiming their agency as creators.
As generative AI continues to evolve, so too must our approaches to teaching and learning. The success of this live performance marks an inspiring step forward: embracing innovation in pedagogy to nurture not only media literacy but also authentic human expression.