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Abstract

Purpose: Active pedagogy offers interesting potential for teaching and learning, especially when combined with artificial intelligence tools. The aim of this study is to investigate students' knowledge, attitudes, perceptions, and experiences regarding the use of ChatGPT within active learning methodologies.

Methods: A quantitative cross-sectional survey was conducted using a questionnaire with 913 nursing students from four public higher nursing institutes.

Results: Overall, the majority of participants have a low to medium level of knowledge, even though 79.4% of them use ChatGPT. In fact, Participants use ChatGPT mainly for problem-based learning, and project-based learning. In addition, men students are 1.55 more likely to use ChatGPT in problem-based learning (ORA = 1.55; CI95%: 1.08-2.23). On the other hand, reluctance is observed in relation to the integration of ChatGPT in simulation-based learning, mind mapping-based learning and game-based learning. Although the participants use ChatGPT, they are not very aware of the challenges it presents. Indeed, less than 37.0% of participants identify plagiarism, copyright issues and lack of reasoning as challenges. Generally, third-year students are more aware of these challenges than first and second-year students.

Conclusion: The use of ChatGPT in active learning is inevitable for nursing students. However, it is crucial that decision-makers and educators increase their efforts to raise awareness and train students on the potential guidelines to ensure better use of ChatGPT.

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