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Exploratory study on student perception on the use of chat AI in process-driven problem-based learning
Hazrina Hamid1, Khadjizah Zulkifli1, Faiza Naimat2
1Faculty of Pharmacy, Lincoln University College, 12-18, Jalan SS 6/12, 47301 Petaling Jaya, Selangor Darul Ehsan, Malaysia.
Currents in Pharmacy Teaching & Learning
|November 3, 2023
Summary
Students found ChatGPT enhanced collaboration and engagement in process-driven problem-based learning (PDPBL) for pharmacy. While reliable information access is a concern, AI shows potential to transform traditional learning methods.
Area of Science:
- Pharmacy Education
- Artificial Intelligence in Education
- Educational Technology
Background:
- The integration of Artificial Intelligence (AI) into educational settings is rapidly increasing.
- Investigating AI's impact on student learning outcomes, particularly in Process-Driven Problem-Based Learning (PDPBL), is crucial.
- Exploring AI tools like ChatGPT within higher education programs, such as Bachelor of Pharmacy, is a key area of research.
Purpose of the Study:
- To investigate student perceptions of using ChatGPT, an AI tool built on GPT-3.5, within PDPBL.
- To assess the impact of ChatGPT on student satisfaction, engagement, participation, and overall learning experience in pharmacy education.
- To explore the potential of AI in enhancing traditional information-seeking methods in PDPBL.
Main Methods:
- Eighteen Bachelor of Pharmacy students with prior PDPBL experience participated.
- Students engaged in PDPBL sessions across pharmaceutical chemistry, pharmaceutics, and clinical pharmacy, utilizing ChatGPT for data searching and problem-solving.
- Data was collected via questionnaires assessing the influence of ChatGPT on satisfaction, engagement, participation, and learning experience.
Main Results:
- ChatGPT use was associated with improved group collaboration, increased engagement, and higher motivation during PDPBL sessions.
- Students reported an increase in the number of questions generated during problem-solving activities.
- Concerns were raised regarding the reliability and credibility of ChatGPT-generated information, alongside challenges in comprehension.
Conclusions:
- ChatGPT demonstrates potential to enhance PDPBL within pharmacy education by improving collaborative and engaging learning experiences.
- Further research is warranted to validate the accuracy and reliability of AI-generated information.
- The study suggests AI tools like ChatGPT may eventually supersede conventional information-retrieval techniques in academic settings.
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