Using AI-Generated Multimedia to Teach Leisure Choice-Making

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Journal of Technology-Integrated Lessons and Teaching Cover. Volume 6, Issue 1, 2026.
Lesson PDF Lesson DOCX School Presentation Home Presentation Outside Presentation Community Presentation Preference Assessment
Published: Jun 19, 2026
DOI: https://doi.org/10.13001/jtilt.v5i1.10349
Keywords:
instructional technology, special education

Main Article Content

Charles Thull
Old Dominion University

Abstract

This learning representation introduces an AI-developed, multimedia assessment for identifying leisure preferences among middle school students with developmental disabilities. Grounded in instructional design, ecological systems, and multimedia learning theories, the activity integrates ChatGPT, InVideo AI, Sora, DALL·E, and Gemini to create guided-choice visuals, short videos, and a structured, teacher-facilitated paired-choice activity using visual prompts across home, school, and community interest contexts. The technology-developed design fosters engagement, accessibility, and self-expression as students participate in a structured, teacher-facilitated paired-choice activity. Outcomes include enhanced student voice in leisure planning, increased self-awareness, and the identification of potential leisure interests. Assessments include student responses to paired leisure activities that represent interests across multiple environments.

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How to Cite
Thull, C. (2026). Using AI-Generated Multimedia to Teach Leisure Choice-Making. Journal of Technology-Integrated Lessons and Teaching, 5(1), 78–87. https://doi.org/10.13001/jtilt.v5i1.10349
Issue
Vol. 5 No. 1 (2026): Journal of Technology-Integrated Lessons and Teaching
Section
Article
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Author Biography

Charles Thull, Old Dominion University

Charles Thull is a Middle School Resource Employment and Transition Representative in Fairfax County Public Schools, where he supports transition planning and post-secondary readiness for students with disabilities. He is a Ph.D. candidate in Instructional Design and Technology at Old Dominion University and holds an M.S. Ed. in Special Education. His work focuses on transition planning, career development, and the design of technology-supported instructional tools to promote independence and self-determination. He also develops transition assessments, curriculum, and teacher training materials, and provides professional learning and family-facing resources to support effective implementation of transition services. He has over a decade of experience in special education across transition programs and school-based services. He can be contacted at charlesthull@gmail.com.