Digital Bridges: How Multi-Modal AI and Audio Tools Construct Student Background Knowledge

Abstract

The fundamental reconstruction of how thirty-seven college students navigate deep-seated conceptual voids has been effectively realized through the strategic integration of multi-modal digital instruments. By transitioning from traditional paper-based instruction to a robust digital pedagogy, this qualitative inquiry demonstrates that generative AI acts as a structural foundation that successfully neutralizes "blank page syndrome," a common psychological barrier in academic writing. This instructional scaffolding is further reinforced by instructional podcasts, where the shadowing technique facilitates auditory-linguistic immersion and stabilizes cognitive focus during high-stakes discussion sessions. The procedural requirement for students to curate twenty-five APA-style references ensures rigorous academic inquiry, transforming learners from passive recipients into active architects of their own knowledge. Findings reveal a measurable convergence of lexicogrammatical proficiency and scholarly autonomy, fostered by a critical, justice-oriented relationship with technology. Ultimately, the synthesis of video-based retelling and strategic prompt engineering empowers students to internalize complex subject matter while building lasting critical thinking skills. For educators and researchers, this framework provides a transformative pathway to bridge background knowledge gaps, ensuring students are not merely users of technology but creators of intellectually grounded academic discourse