Student-Created Screencasts: A Constructivist Response to the Challenges of Generative AI in Education

Screencasts have traditionally been used in education as teacher-created videos for delivering instruction or feedback, reflecting a teacher-centered model of learning. This study explores an innovative reversal of that practice by examining Stu-dent-Created Screencasts (SCSs) as a form of assessment in higher education. The ap-proach positions students as active creators who demonstrate and explain their work through screen-recorded videos, promoting authentic learning and reducing depend-ence on generative artificial intelligence (AI) tools to complete assignments. A quanti-tative survey of 203 university students who submitted SCS-based assignments was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to identify key factors influencing their acceptance of this assessment form. The results show that students generally hold positive attitudes toward creating screencasts, with perceived usefulness for future applications exerting the strongest influence on ac-ceptance, followed by perceived performance benefits and ease of use. Moderation analysis indicated that demographic factors such as gender, discipline, and study mode did not significantly alter these relationships, although senior students perceived SCSs as more effortful. These findings suggest that student-created screencasts can serve as an effective, meaningful, and authentic alternative to traditional written as-sessments, placing students at the center of their learning while fostering skill devel-opment and accountability in an AI-pervasive academic environment.