Analysis of the effect of an artificial intelligence chatbot educational program on non-face-to-face classes: a quasi-experimental study

Abstract

Background Education and training are needed for nursing students using artificial intelligence-based educational programs. However, few studies have assessed the effect of using chatbots in nursing education. Objectives This study aimed to develop and examine the effect of an artificial intelligence chatbot educational program for promoting nursing skills related to electronic fetal monitoring in nursing college students during non-face-to-face classes during the COVID-19 pandemic. Design This quasi-experimental study used a nonequivalent control group non-synchronized pretest–posttest design. Methods The participants were 61 junior students from a nursing college located in G province of South Korea. Data were collected between November 3 and 16, 2021, and analyzed using independent t-tests. Results The experimental group—in which the artificial intelligence chatbot program was applied—did not show statistically significant differences in knowledge (t = -0.58, p = .567), clinical reasoning competency (t = 0.75, p = .455), confidence (t = 1.13, p = .264), and feedback satisfaction (t = 1.72, p = .090), compared with the control group; however, its participants’ interest in education (t = 2.38, p = .020) and self-directed learning (t = 2.72, p = .006) were significantly higher than those in the control group. Conclusion The findings of our study highlighted the potential of artificial intelligence chatbot programs as an educational assistance tool to promote nursing college students’ interest in education and self-directed learning. Moreover, such programs can be effective in enhancing nursing students’ skills in non-face-to face-situations caused by the ongoing COVID-19 pandemic.

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