Abstract
Artificial intelligence opens up new perspectives and possibilities for modern education. The use of intelligent learning support systems is becoming an increasingly relevant aspect of the educational process. This study used experimental design to identify the influence of an intelligent learning support system on the motivation and anxiety of medical students. The study involved 246 medical students from I.M. Sechenov First Moscow State Medical University. The results showed that the use of the intelligent learning support system led to a statistically significant increase in the motivation of medical students in the experimental group. In addition, there was a statistically significant decrease in the anxiety of participants in this group. The practical significance of the study lies in the conclusion that an intelligent learning support system can effectively increase the motivation of medical students and reduce their anxiety. It is significant to observe that this investigation’s findings may hold broad relevance for diverse student cohorts across the spectrum of educational domains in which intelligent learning support systems are employed. This finding can have important implications for educational practice, teaching medical students, and improving their educational experience. Further research should delve into the impact mechanisms of intelligent learning support systems on motivation and anxiety. It is also possible to consider other aspects of the psychological well-being of medical students and evaluate the long-term effects of this type of training.
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All data generated or analysed during this study are included in this published article.
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V.B., M.L., and M.T. contributed equally to the experimentation. V.B. wrote and edited the article. M.L. designed and conducted the experiment. M.T. studied scientific literature about the topic. All authors read and approved the final manuscript.
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Beketov, V., Lebedeva, M. & Taranova, M. The use of artificial intelligence in teaching medical students to increase motivation and reduce anxiety during academic practice. Curr Psychol 43, 14367–14377 (2024). https://doi.org/10.1007/s12144-023-05471-7
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DOI: https://doi.org/10.1007/s12144-023-05471-7