AI-Assisted Formative Assessment in Neuroanatomy: Evaluating Student Motivation with the Modified Neuroanatomy...

Area of Science:

• Medical Education
• Neuroanatomy
• Artificial Intelligence

Background:

• Artificial intelligence (AI) tools are increasingly integrated into medical education.
• The impact of AI on learner motivation, particularly in specialized fields like neuroanatomy, requires further investigation.
• Formative assessments play a crucial role in student learning and engagement.

Purpose of the Study:

• To examine the motivational impact of ChatGPT-generated formative quizzes in a first-year neuroanatomy course.
• To compare motivation levels between students with full, partial, and no engagement with AI-generated quizzes.
• To understand how consistent AI tool usage influences learner motivation.

Main Methods:

• 114 first-year neuroanatomy students were divided into three groups based on AI quiz engagement: full, partial, and none.
• ChatGPT generated quizzes using instructor-provided slides for anatomical accuracy and relevance.
• Student motivation was measured using the validated Modified Neuroanatomy Motivation Questionnaire (NMQ).

Main Results:

• A significant difference in motivation scores was found across the groups (ANOVA, p=0.0039).
• Students with full participation (Group A) reported significantly higher motivation than those with partial participation (Group B) (p=0.003).
• A moderate effect size (Cohen's d=0.70) was observed between full and partial participation groups.

Conclusions:

• Consistent engagement with AI-assisted formative quizzes is linked to increased student motivation in neuroanatomy.
• Partial engagement with AI tools did not yield significant motivational benefits.
• Sustained participation in AI-enhanced learning tools is crucial for supporting learner motivation in anatomy education.