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

This study examined the motivational impact of ChatGPT-generated formative quizzes in a first-year neuroanatomy course. While AI tools are increasingly used in medical education, their influence on learner motivation remains underexplored.

Students (N = 114) were grouped based on their engagement with AI-generated quizzes: full participation (Group A), partial participation (Group B), and no participation (Group C). Quizzes were created by ChatGPT using instructor-provided slides to ensure contextual relevance and accuracy of anatomical information. Student motivation was assessed using the Modified Neuroanatomy Motivation Questionnaire (NMQ), a validated instrument measuring self-efficacy, interest, and academic drive.

A one-way ANOVA revealed a significant difference in motivation scores among groups (F(2,111) = 5.83, p = 0.0039). Post-hoc analysis showed that Group A reported significantly higher motivation than Group B (p = 0.003). No significant differences were found between Groups A and C or B and C. The effect size between Groups A and B was moderate (Cohen's d = 0.70).

Consistent engagement with AI-assisted formative quizzes was associated with higher student motivation. However, partial use yielded no measurable benefit. These findings underscore the importance of sustained participation in AI-enhanced learning tools to support learner motivation in anatomy education.

The online version contains supplementary material available at 10.1007/s40670-025-02579-2.