Lik-Wei WONG1*, Amanda Huee-Ping WONG1, Valerie Ying Hui TAN2, Embang Johann Emilio GONZALES2 and Shing Chuan HOOI1
1Department of Physiology, Yong Loo Lin School of Medicine (YLLSOM), National University of Singapore (NUS)
2Alice Lee Centre for Nursing Studies, YLLSOM, NUS
Wong, L.-W., Wong, A. H.-P., Tan, V. Y. H., Gonzales, E. J. E., & Hooi, S.C. (2024). Exploring The Effects of An Artificial Intelligence (AI) Chatbot on Learning and Motivation Among Pharmacy Students [Lightning Talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-wong-et-al
SUB-THEME
Opportunities from Generative AI
KEYWORDS
AI chatbot, ChatGPT, learning, motivation, undergraduate
CATEGORY
Lightning Talk
INTRODUCTION
The rapid advancements in Artificial Intelligence (AI) technologies have prompted us to re-evaluate the future of our education. Although AI has great potential to enhance teaching and learning, its role in pedagogy and instruction has not been fully studied. Motivation has been shown to influence students’ learning approaches, their engagement level, their persistence in accomplishing goals, and their thinking processes (Chiu, 2022). Ryan and Deci (2017; 2020) propose Self-Determination Theory (SDT) suggesting that autonomous motivation is the preferred type of motivation for learning as it can lead to greater engagement and persistence. A recent study has found that university students who engaged with AI chatbots had greater intrinsic motivation than those who did not. These findings imply that students may feel more comfortable and engaged when interacting with chatbots, potentially leading to increased expression of ideas (Yin et al., 2021) and higher levels of motivation (Fryer et al., 2019).
RATIONALE OF STUDY
As AI technology continues to advance, its impact on the education of medical and health professionals will be significant. While some argue that it may have negative implications for students’ learning, educators should consider incorporating AI technology into their teaching methods to enhance students’ learning experiences. This study aims to investigate the potential of AI chatbots as a pedagogical tool for enhancing learning and motivation among pharmacy students.
METHODS
Participants in this study were second-year undergraduate pharmacy students enrolled in the PR2153 course on the Cardiovascular System during Semester 1 of AY2023/24. For the physiology components of the course, students were provided with various educational resources, such as eBooks, online lecture videos, and quizzes for self-directed learning, before attending in-person classroom discussions. Students were encouraged to submit questions via a designated Question & Answer (Q&A) link and to use ChatGPT to find answers to their questions. The teachers would then evaluate ChatGPT’s responses and provide further clarifications, where necessary. Additionally, ChatGPT was incorporated into a case-based group discussion. To evaluate the AI chatbot’s impact on motivation, we used the established SDT and Intrinsic Motivation Inventory (IMI) in a post-course anonymous survey questionnaire. The survey included two open-ended questions about the AI chatbot’s strengths and limitations. Additionally, focus group discussions were conducted and analysed thematically to determine AI chatbot’s effects on learning and motivation.
KEY FINDINGS
60.2% (50/83) of the students participated in and completed the survey, using ChatGPT for their study of cardiovascular physiology. Overall, needs satisfaction (3.59 ± 0.81) was significantly higher (p<0.001) in students who used ChatGPT for their studies compared to those who did not (needs satisfaction: 2.98 ± 0.76). Students who used ChatGPT demonstrated significantly higher levels (p<0.05) of all three components—autonomy, competence, and relatedness. Additionally, students who used ChatGPT showed higher interest (p<0.001) and found value (p<0.001) in using the AI chatbot. These results indicate that AI chatbots promote students’ motivation. In general, students found ChatGPT to be a useful tool for generating fast, easy-to-understand answers and provoking ideas. These benefits, in turn, facilitated their learning and the development of metacognitive skills. However, students were also aware of its limitations, particularly regarding accuracy, credibility, and generalized answers.
SIGNIFICANCE OF THE STUDY
This study found that students who engaged with the AI chatbot exhibited greater intrinsic motivation, potentially leading to increased expression of ideas and promoted thinking, thereby enhancing learning and boosting overall motivation. Therefore, the use of AI chatbots should be encouraged to supplement learning by incorporating them alongside traditional teaching resources.
REFERENCES
Chiu, T. K. (2021). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(1), S14-S30. https://doi.org/10.1080/15391523.2021.1891998
Fryer, L. K., Nakao, K., & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest and competence. Computers in Human Behavior, 93, 279-289. https://doi.org/10.1016/j.chb.2018.12.023
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860
Yin, J., Goh, T.-T., Yang, B., & Xiaobin, Y. (2020). Conversation technology with micro-learning: The impact of chatbot-based learning on students’ learning motivation and performance. Journal of Educational Computing Research, 59(1), 154-177. https://doi.org/10.1177/07356331209520