TY - JOUR
T1 - Effectiveness of ChatGPT in remote learning environments
T2 - An empirical study with medical students in Saudi Arabia
AU - Alnaim, Norah
AU - AlSanad, Duha Sami
AU - Albelali, Salma
AU - Almulhem, Munerah
AU - Almuhanna, Afnan Fahd
AU - Attar, Razaz Waheeb
AU - Alsahli, Mohammed
AU - Albagmi, Salem
AU - Bakhshwain, Amal Mubarak
AU - Almazrou, Saja
AU - Almutairi, Saud Asman
AU - AboAlsamh, Hoda M.
AU - Arif, Wejdan M.
AU - Alsadhan, Abeer Abdullah
AU - Alsedrah, Ibrahim Tawfeeq
AU - Alanezi, Fahad
AU - Alibrahim, Daneah
AU - Alqahtani, Nasser S.
N1 - Publisher Copyright:
© The Author(s) 2024
PY - 2025/9
Y1 - 2025/9
N2 - Purpose: This study aims to assess the effectiveness of ChatGPT in remote learning among medical students. Methods: This cross-sectional survey study recruited 386 medical students from three public universities in Saudi Arabia. Participants completed an online questionnaire designed to assess perceptions of ChatGPT's effectiveness in remote learning. The questionnaire included Likert scale questions to evaluate various aspects of ChatGPT's support in remote learning, such as personalized learning, language and communication skills, and interactive quizzing. Data were analyzed using SPSS, employing descriptive statistics, independent samples t-tests, one-way ANOVA, and Cronbach's alpha to evaluate reliability. Results: Participants mostly used ChatGPT on a weekly (43.2%) or daily (48.7%) basis, primarily on personal computers (62.5%). Mean scores for ChatGPT's support in remote learning were high for personalized learning (4.35), language and communication skills (4.23), and interactive quizzing and assessments (4.01). Statistically significant differences were found based on gender for interactive quizzing (p = .0177) and continuity of education (p = .0122). Conclusion: Despite certain challenges and variations in perceptions based on gender and education level, the overwhelmingly positive attitudes toward ChatGPT highlight its potential as a valuable tool in medical education.
AB - Purpose: This study aims to assess the effectiveness of ChatGPT in remote learning among medical students. Methods: This cross-sectional survey study recruited 386 medical students from three public universities in Saudi Arabia. Participants completed an online questionnaire designed to assess perceptions of ChatGPT's effectiveness in remote learning. The questionnaire included Likert scale questions to evaluate various aspects of ChatGPT's support in remote learning, such as personalized learning, language and communication skills, and interactive quizzing. Data were analyzed using SPSS, employing descriptive statistics, independent samples t-tests, one-way ANOVA, and Cronbach's alpha to evaluate reliability. Results: Participants mostly used ChatGPT on a weekly (43.2%) or daily (48.7%) basis, primarily on personal computers (62.5%). Mean scores for ChatGPT's support in remote learning were high for personalized learning (4.35), language and communication skills (4.23), and interactive quizzing and assessments (4.01). Statistically significant differences were found based on gender for interactive quizzing (p = .0177) and continuity of education (p = .0122). Conclusion: Despite certain challenges and variations in perceptions based on gender and education level, the overwhelmingly positive attitudes toward ChatGPT highlight its potential as a valuable tool in medical education.
KW - ChatGPT
KW - artificial intelligence
KW - distance education
KW - effectiveness
KW - remote learning
KW - students
UR - https://www.scopus.com/pages/publications/85201398426
U2 - 10.1177/02601060241273596
DO - 10.1177/02601060241273596
M3 - Article
C2 - 39150345
AN - SCOPUS:85201398426
SN - 0260-1060
VL - 31
SP - 1035
EP - 1046
JO - Nutrition and Health
JF - Nutrition and Health
IS - 3
ER -
