# Are Video Models Zero-Shot Learners and Reasoners in Education? EduVideoBench, A Knowledge-Skills-Attitude Benchmark for Educational Video Generation

arXiv: https://arxiv.org/abs/2605.26918 · HTML: https://mlsanity.com/paper/2605.26918/

## Key facts

- No citing papers in the map yet (data through 14 Oct 2026).
- Builds on 9 of its 18 references that are in the map.
- First posted on arXiv 26 May 2026.

## Builds on (most cited first, 9 of 9)

- [VBench: Comprehensive Benchmark Suite for Video Generative Models](https://mlsanity.com/paper/2311.17982/) (2023)
- [A Survey on LLM-as-a-Judge](https://mlsanity.com/paper/2411.15594/) (2024)
- [LLM Evaluators Recognize and Favor Their Own Generations](https://mlsanity.com/paper/2404.13076/) (2024)
- [VBench-2.0: Advancing Video Generation Benchmark Suite for Intrinsic Faithfulness](https://mlsanity.com/paper/2503.21755/) (2025)
- [Video models are zero-shot learners and reasoners](https://mlsanity.com/paper/2509.20328/) (2025)
- [T2VSafetyBench: Evaluating the Safety of Text-to-Video Generative Models](https://mlsanity.com/paper/2407.05965/) (2024)
- [PhyEduVideo: A Benchmark for Evaluating Text-to-Video Models for Physics Education](https://mlsanity.com/paper/2601.00943/) (2026)
- [Beyond End-to-End Video Models: An LLM-Based Multi-Agent System for Educational Video Generation](https://mlsanity.com/paper/2602.11790/) (2026)
- [How Can Video Generative AI Transform K-12 Education? Examining Teachers' Perspectives through TPACK and TAM](https://mlsanity.com/paper/2503.08003/) (2025)

## Abstract (arXiv)

Video generation models (VGMs) are rapidly entering classrooms, yet existing benchmarks evaluate only perceptual quality, intrinsic faithfulness, generic safety, or video as a reasoning medium, and none assesses whether the outputs are educationally valid. In this work, we present EduVideoBench, the first balanced benchmark in the education domain, grounded in the Knowledge-Skills-Attitude (KSA) framework so that pedagogical adequacy and educational safety are evaluated jointly rather than as ad-hoc quality dimensions. Across five frontier VGMs, our results show substantial room for improvement across knowledge, skills, and attitude before they are classroom-ready. We complement this with a qualitative analysis of expert comments, finding that educational validity is multi-component, where a single misaligned element such as pacing, legibility, or notation can invalidate an otherwise correct video. We hope EduVideoBench will guide the development of VGMs that are pedagogically grounded and safe for the classroom.