Document Type (Journals)
Original Research
Abstract
The integration of artificial intelligence (AI) in higher education has garnered much attention, prompting educators to thoughtfully examine its implementation within their curricula. This study explores the perceptions of occupational therapy (OT) students regarding the future integration of a novel, course-specific Anatomy AI chatbot: an innovative tool uniquely developed by our internal team to provi¬¬¬de personalized support and resources tailored specifically to the anatomy curriculum. The researchers sought to understand the desired features of a course-specific Anatomy AI chatbot and the factors that influenced student willingness to adopt this technology in their learning experience. Findings revealed that 79% of participants believed the integration of an Anatomy AI chatbot would enhance their learning. Key desired features identified by participants included the ability to generate practice questions, display images, and provide reliable output. However, concerns regarding the accuracy of AI-generated information, academic integrity, and the potential for over-reliance on technology were also prevalent. This research highlights the importance of addressing concerns and ethical considerations surrounding AI integration in OT education. By understanding these insights, this study aims to inform the development of an effective educational tool that enhances student learning experiences and course-specific knowledge. Ultimately, this study contributes to the growing dialogue on the significance of ethical considerations and best practices for effectively implementing AI in academic settings.
Biography
Laura Landon, OTD, OTR/L is an Assistant Professor of Occupational Therapy at Maryville University in St. Louis, Missouri. Laura earned her doctorate in occupational therapy from Washington University School of Medicine. Her scholarly interests include innovation in teaching practices, addressing challenges in higher education, and integrating technology in educational spaces.
Nicole Grames, OTS is a graduate student at Maryville University in St. Louis, Missouri. She is expected to graduate with her Master of Occupational Therapy degree in December, 2025. Upon graduation she will be pursuing a clinical occupational therapy position.
Maggie Gannon, OTS is a graduate student at Maryville University in St. Louis, Missouri. She is expected to graduate with her Master of Occupational Therapy degree in December, 2025. Upon graduation she will be pursuing a clinical occupational therapy position.
Addison Jarus, OTS is a graduate student at Maryville University in St. Louis, Missouri. She is expected to graduate with her Master of Occupational Therapy degree in December, 2025. Upon graduation she will be pursuing a clinical occupational therapy position.
Annie Trezza, OTS is a graduate student at Maryville University in St. Louis, Missouri. She is expected to graduate with her Master of Occupational Therapy degree in December, 2025. Upon graduation she will be pursuing a clinical occupational therapy position.
Declaration of Interest
The authors report no declaration of interest.
Recommended Citation
Landon, L. E., Grames, N., Gannon, M., Jarus, A., & Trezza, A. (2025). Navigating the Future of OT Education: Student Insights on Integrating Course-Specific AI Chatbots. Journal of Occupational Therapy Education, 9 (4). Retrieved from https://encompass.eku.edu/jote/vol9/iss4/8
Creative Commons License
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