Rendora.ai is platform to create realistic 3D avatar videos using a simple text script as source. You can create customized videos of avatars talking to “camera” directly and with different backgrounds. It also provides an AI assistant to help you write scripts.
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TUTORIAL
TUTORIAL
Here are some images to help you create personalized videos. I’ve also included an official video with more details:
The very first thing you need to consider is that this tool requires written texts, so you need to come up with some kind of script or story for the avatar to tell. Once that has been covered you can go to the site.
Once you’re in the site you need to decide whether you want to create the video for computer screens or mobile devices.
Caption of the site
You can create your video from scratch or use one of the many templates.
Caption of the site
Then you can customize your avatar (voice, hairstyle, clothes, etc).
Caption of the site
Finally, you need to insert the script you have previously written and the AI Writing Assistant will help you to match the movement to the text.
Caption of the site
In case you want to explore a video tutorial, feel free to click here for the official Rendora tutorial.
Benefits
Benefits
The use of AI Video Generators can be proved to be beneficial in the classroom. Next, I will explore some of them considering different authors and frameworks:
1. Blended and Mobile Learning: fostering autonomy
1. Blended and Mobile Learning: fostering autonomy
When we teachers share videos with instructions or some grammar content explained, we give our students the chance to watch those videos as many times as they consider necessary, adjusting to their individual learning pace and schedule. This has been maximized by the creation of custom-made videos. This flexibility is a great way to support their autonomy. Also, using video format facilitates mobile learning, or mLearning, which enables students practice the language outside the classroom and take control of when and where they study (Younie & Leask, 2013). Moreover, we are changing the environment from the traditional classroom structure to a continuous, personalized experience.
2. Improving Language Input, a wake-up CALL
2. Improving Language Input, a wake-up CALL
Using this matches Computer-Assisted Language Learning (CALL), since it can help to improve listening comprehension. AI gives us the chance to expose our students to varied English accents and tones—which makes class activities resemble real-world English interaction. This kind of input successfully can be used as complements, and why not replacement, of the standardized "ritual" textbook listening exercises (Abdallah, 2021).
Furthermore, the application of this tool gives teachers the chance of creating high-quality electronic materials (Hockly & Dudeney, 2007) that match perfectly the specific vocabulary and grammar content to be dealt with during the class. It is a time saver that allows teachers to focus on other aspects of the class, since video production and editing in the past used to take ages.
3. Differentiation
3. Differentiation
Another key benefit is the possibility of differentiation, particularly for students who struggle with the reading aspect of a task. Those students will have the chance to use a digital tool to access the same content auditorily and visually, providing individualized language support (Chapelle & Jamieson, 2008). Videos provide both visual (text on screen) and auditory input; thus, it functions as a form of Assistive Technology (Delaney, 2016). This is an essential consideration for 21st Century education in Argentina, since the school system is becoming more inclusive, although it does not always provide teachers with the tools to be able to give all students equitable access to complex information through multiple modalities.
4. Less and Better Cognitive Load
4. Less and Better Cognitive Load
Finally, the last benefit of using AI I will explore in this post is its effect on the teacher’s workflow. Producing videos using AI for routine instructions and preparation means freeing frees the teacher’s cognitive load (Peachey, 2025). This allows the teacher to redirect their energy away from routine preparation and toward high-level instructional design, providing meaningful human interaction, and focusing on facilitating critical thinking in the classroom. This way, the teacher can work as a skilled facilitator, rather than merely a content deliverer.
Suggested Class Task:
"Local Expert" Digital Tourist Guide Video
Suggested Class Task:
"Local Expert" Digital Tourist Guide Video
This task is designed to be delivered to 2nd year students in a private secondary school in CABA, which has exchange-student programs.
Final Task: The whole class will participate in a project labelled “Present your city to an exchange student”. Students will work in groups of 3 and they will create 1-minute video presenting one part of the city that tourists can visit/see in BA. This would move learning from simple practice to a transformative creation experience.
The script will have to include the use of certain modals to express advice, possibilities and obligations. They will have to choose a suitable avatar for their video, considering the place they have chosen.
They will post the videos as a series of recommendations for foreign students who have come to Buenos Aires to finish their secondary school.
They will send the videos to schools abroad that are part of the student exchange programs so that they can show them the videos and allow those students to comment on the videos.
This task fits the SAMR model framework developed by Puentedura, since it is a good example of the redefinition level of the model. . This task is only made possible by the integration of AI-powered video synthesis. Students change the traditional video editing to create a synthetic digital human anchor (the avatar) that delivers their language-rich script. It is a good way to prevent from merely being stuck in the substitution level. Also, it is part of Bloom’s Taxonomy high level of thinking: creating, which can be redefined as publish in the case this project.
References:
About. “A Bloom’s Digital Taxonomy for Evaluating Digital Tasks.” TeachThought, 28 May 2025, www.teachthought.com/critical-thinking-posts/blooms-digital-taxonomy/#digital-verbs. Accessed 19 Oct. 2025.
Abdallah, M. (2021). Computer-Assisted Language Learning (CALL) for 4th Year EFL Student Teachers.
Chapelle, C., & Jamieson, J. (2008). Tips for teaching with CALL : practical approaches to computer-assisted language learning. Pearson Longman.
Delaney, M. (2016) Special Educational Needs. Oxford: OUP
Dudeney, G., & Hockly, N. (2007). How to teach English with technology : with CD-ROM. Buch. Pearson Longman.
Peachey, N. (2025). Transforming teacher education with AI: Lessons from a global Community of Practice. British Council. https://doi.org/10.57884/17VG-VQ63
Romrell, Danae, et al. “The SAMR Model as a Framework for Evaluating MLearning.” Online Learning, vol. 18, no. 2, 20 June 2014, files.eric.ed.gov/fulltext/EJ1036281.pdf, https://doi.org/10.24059/olj.v18i2.435.
Younie, S., & Leask, M. (2013). Teaching with Technologies: The Essential Guide . Berkshire: Open University Press.
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