Usability and Efficacy of Artificial Intelligence Chatbots (ChatGPT) for Health Sciences Students: Protocol for a Crossover Randomized Controlled Trial
BackgroundThe integration of artificial intelligence (AI) into health sciences students’ education holds significant importance. The rapid advancement of AI has opened new horizons in scientific writing and has the potential to reshape human-technology interactions. AI in edu...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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JMIR Publications
2023-11-01
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| Series: | JMIR Research Protocols |
| Online Access: | https://www.researchprotocols.org/2023/1/e51873 |
| _version_ | 1797461115086569472 |
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| author | Mirella Veras Joseph-Omer Dyer Morgan Rooney Paulo Goberlânio Barros Silva Derek Rutherford Dahlia Kairy |
| author_facet | Mirella Veras Joseph-Omer Dyer Morgan Rooney Paulo Goberlânio Barros Silva Derek Rutherford Dahlia Kairy |
| author_sort | Mirella Veras |
| collection | DOAJ |
| description |
BackgroundThe integration of artificial intelligence (AI) into health sciences students’ education holds significant importance. The rapid advancement of AI has opened new horizons in scientific writing and has the potential to reshape human-technology interactions. AI in education may impact critical thinking, leading to unintended consequences that need to be addressed. Understanding the implications of AI adoption in education is essential for ensuring its responsible and effective use, empowering health sciences students to navigate AI-driven technologies’ evolving field with essential knowledge and skills.
ObjectiveThis study aims to provide details on the study protocol and the methods used to investigate the usability and efficacy of ChatGPT, a large language model. The primary focus is on assessing its role as a supplementary learning tool for improving learning processes and outcomes among undergraduate health sciences students, with a specific emphasis on chronic diseases.
MethodsThis single-blinded, crossover, randomized, controlled trial is part of a broader mixed methods study, and the primary emphasis of this paper is on the quantitative component of the overall research. A total of 50 students will be recruited for this study. The alternative hypothesis posits that there will be a significant difference in learning outcomes and technology usability between students using ChatGPT (group A) and those using standard web-based tools (group B) to access resources and complete assignments. Participants will be allocated to sequence AB or BA in a 1:1 ratio using computer-generated randomization. Both arms include students’ participation in a writing assignment intervention, with a washout period of 21 days between interventions. The primary outcome is the measure of the technology usability and effectiveness of ChatGPT, whereas the secondary outcome is the measure of students’ perceptions and experiences with ChatGPT as a learning tool. Outcome data will be collected up to 24 hours after the interventions.
ResultsThis study aims to understand the potential benefits and challenges of incorporating AI as an educational tool, particularly in the context of student learning. The findings are expected to identify critical areas that need attention and help educators develop a deeper understanding of AI’s impact on the educational field. By exploring the differences in the usability and efficacy between ChatGPT and conventional web-based tools, this study seeks to inform educators and students on the responsible integration of AI into academic settings, with a specific focus on health sciences education.
ConclusionsBy exploring the usability and efficacy of ChatGPT compared with conventional web-based tools, this study seeks to inform educators and students about the responsible integration of AI into academic settings.
Trial RegistrationClinicalTrails.gov NCT05963802; https://clinicaltrials.gov/study/NCT05963802
International Registered Report Identifier (IRRID)PRR1-10.2196/51873 |
| first_indexed | 2024-03-09T17:14:49Z |
| format | Article |
| id | doaj.art-e83b4862213e4f0d9e0984e6c642c8d6 |
| institution | Directory Open Access Journal |
| issn | 1929-0748 |
| language | English |
| last_indexed | 2024-03-09T17:14:49Z |
| publishDate | 2023-11-01 |
| publisher | JMIR Publications |
| record_format | Article |
| series | JMIR Research Protocols |
| spelling | doaj.art-e83b4862213e4f0d9e0984e6c642c8d62023-11-24T13:46:12ZengJMIR PublicationsJMIR Research Protocols1929-07482023-11-0112e5187310.2196/51873Usability and Efficacy of Artificial Intelligence Chatbots (ChatGPT) for Health Sciences Students: Protocol for a Crossover Randomized Controlled TrialMirella Verashttps://orcid.org/0000-0002-4124-1543Joseph-Omer Dyerhttps://orcid.org/0000-0002-7570-9941Morgan Rooneyhttps://orcid.org/0000-0001-5261-5929Paulo Goberlânio Barros Silvahttps://orcid.org/0000-0002-1513-9027Derek Rutherfordhttps://orcid.org/0000-0003-2688-6201Dahlia Kairyhttps://orcid.org/0000-0001-6872-6607 BackgroundThe integration of artificial intelligence (AI) into health sciences students’ education holds significant importance. The rapid advancement of AI has opened new horizons in scientific writing and has the potential to reshape human-technology interactions. AI in education may impact critical thinking, leading to unintended consequences that need to be addressed. Understanding the implications of AI adoption in education is essential for ensuring its responsible and effective use, empowering health sciences students to navigate AI-driven technologies’ evolving field with essential knowledge and skills. ObjectiveThis study aims to provide details on the study protocol and the methods used to investigate the usability and efficacy of ChatGPT, a large language model. The primary focus is on assessing its role as a supplementary learning tool for improving learning processes and outcomes among undergraduate health sciences students, with a specific emphasis on chronic diseases. MethodsThis single-blinded, crossover, randomized, controlled trial is part of a broader mixed methods study, and the primary emphasis of this paper is on the quantitative component of the overall research. A total of 50 students will be recruited for this study. The alternative hypothesis posits that there will be a significant difference in learning outcomes and technology usability between students using ChatGPT (group A) and those using standard web-based tools (group B) to access resources and complete assignments. Participants will be allocated to sequence AB or BA in a 1:1 ratio using computer-generated randomization. Both arms include students’ participation in a writing assignment intervention, with a washout period of 21 days between interventions. The primary outcome is the measure of the technology usability and effectiveness of ChatGPT, whereas the secondary outcome is the measure of students’ perceptions and experiences with ChatGPT as a learning tool. Outcome data will be collected up to 24 hours after the interventions. ResultsThis study aims to understand the potential benefits and challenges of incorporating AI as an educational tool, particularly in the context of student learning. The findings are expected to identify critical areas that need attention and help educators develop a deeper understanding of AI’s impact on the educational field. By exploring the differences in the usability and efficacy between ChatGPT and conventional web-based tools, this study seeks to inform educators and students on the responsible integration of AI into academic settings, with a specific focus on health sciences education. ConclusionsBy exploring the usability and efficacy of ChatGPT compared with conventional web-based tools, this study seeks to inform educators and students about the responsible integration of AI into academic settings. Trial RegistrationClinicalTrails.gov NCT05963802; https://clinicaltrials.gov/study/NCT05963802 International Registered Report Identifier (IRRID)PRR1-10.2196/51873https://www.researchprotocols.org/2023/1/e51873 |
| spellingShingle | Mirella Veras Joseph-Omer Dyer Morgan Rooney Paulo Goberlânio Barros Silva Derek Rutherford Dahlia Kairy Usability and Efficacy of Artificial Intelligence Chatbots (ChatGPT) for Health Sciences Students: Protocol for a Crossover Randomized Controlled Trial JMIR Research Protocols |
| title | Usability and Efficacy of Artificial Intelligence Chatbots (ChatGPT) for Health Sciences Students: Protocol for a Crossover Randomized Controlled Trial |
| title_full | Usability and Efficacy of Artificial Intelligence Chatbots (ChatGPT) for Health Sciences Students: Protocol for a Crossover Randomized Controlled Trial |
| title_fullStr | Usability and Efficacy of Artificial Intelligence Chatbots (ChatGPT) for Health Sciences Students: Protocol for a Crossover Randomized Controlled Trial |
| title_full_unstemmed | Usability and Efficacy of Artificial Intelligence Chatbots (ChatGPT) for Health Sciences Students: Protocol for a Crossover Randomized Controlled Trial |
| title_short | Usability and Efficacy of Artificial Intelligence Chatbots (ChatGPT) for Health Sciences Students: Protocol for a Crossover Randomized Controlled Trial |
| title_sort | usability and efficacy of artificial intelligence chatbots chatgpt for health sciences students protocol for a crossover randomized controlled trial |
| url | https://www.researchprotocols.org/2023/1/e51873 |
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