Effectiveness of ChatGPT in remote learning environments: An empirical study with medical students in Saudi Arabia

Abstract

<b>Purpose:</b> This study aims to assess the effectiveness of ChatGPT in remote learning among medical students. <b>Methods:</b> 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 <i>t</i>-tests, one-way ANOVA, and Cronbach's alpha to evaluate reliability. <b>Results:</b> 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 (<i>p</i> = .0177) and continuity of education (<i>p</i> = .0122). <b>Conclusion:</b> 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.

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