Presented By: Erin Alava, University of Findlay

The objectives were to determine if incorporation of AI (ChatGPT) could promote active learning and improve material retention in a traditionally formatted in person lecture-based Animal Science course. Two sections of Principles of Animal Nutrition were utilized, with one being assigned the ChatGPT assignment (n=33) in lieu of a standard lecture during class and the other remained as the control (n=23; lecture only). The ChatGPT group was provided access to a recorded lecture online after the assignment activity. A base line evaluation was conducted for each section immediately prior to the start of class. A post evaluation was conducted at the beginning of the subsequent class. In addition, a survey was deployed to the ChatGPT class to evaluate student perception. Student performance from the base line evaluation to the post evaluation improved for both treatments for each question, except for one question in which the control group numerically declined from base line to post evaluation. Students in the ChatGPT group agreed or strongly agreed that comprehension and learning was improved (16/29, 55%); engagement with the course material was improved (19/29, 66%); and the ChatGPT assignment improves ability to utilize course material outside of the classroom (13/28, 46%). Alternatively, students disagreed or strongly disagreed (10/29; 34%) that this activity is preferred compared to lecturing; and (14/29, 48%) would not recommend adopting this activity as a permanent replacement for standard lecture. In summary, either standard lecture or the ChatGPT assignment improved retention, and student perception concurs that comprehension, learning, and engagement are improved; however, preference for this activity in place of lecture was low.