Comparison between the traditional study method and AI use in the analysis of an occupational risk prevention law in Nursing students: An experimental study

Abstract

Background: The efficacy of artificial intelligence (AI) in enhancing university learning remains unproven.

Aim: The aim of this study was to compare the impact of AI tools with that of traditional, text-based study methods on undergraduate nursing students' learning of legal content related to the prevention of occupational risk.

Methods: Experimental study in which students were randomly assigned to two groups: one utilized AI tools, and the other employed traditional text reading methods. Both groups completed an objective multiple-choice questionnaire and a subjective self-assessment before and after the intervention. The objective questions assessed four cognitive domains: knowledge, comprehension, analysis, and application.

Results: Both groups improved their overall knowledge levels (p < 0.001), with the control group exhibiting a more pronounced improvement (p = 0.002). The control group demonstrated superior performance in the knowledge-based questions (p = 0.001). However, no significant differences were observed in comprehension, analysis, or application.

Conclusions: Conventional study methods provide superior knowledge acquisition in comparison to AI methods. The use of AI did not improve critical thinking skills, such as understanding or application.