(P23-003-24) Students Use ChatGPT to Generate Plant-Based Meal Recommendations in an Introductory Nutrition Class

Objectives: The objective of this study was to explore student perceptions of ChatGPT as a tool in completing learning activities that apply nutrition concepts to everyday food choices.

1. Does training on using ChatGPT in class influence perception of its trustworthiness,

2. Does experience using ChatGPT on assigned topics impact perceptions of its usefulness,

3. Does classwork using ChatGPT to complete assignments influence intent to use it again.

Methods: Prior to completing a series of activities on plant-based nutrition, students completed a pre-survey that assessed perceived trustworthiness and utility of ChatGPT as well as intention to use it. After completing a set of learning activities which included training on using ChatGPT and instructions on nutrient specific topics such as “Protein and Plant-Forward Eating” students completed a post-survey. Survey items measured perceived ease of use, trust in ChatGPT as a platform, its usefulness in completing tasks, and behavioral intent to use it in future classes.

Results: During Fall 2023 semester a total of 224 students at a US southwestern university who were enrolled in two sections of an 100% Internet introductory nutrition class were asked to participate in a study that explored perceptions of ChatGPT and experience using it. The pre-survey was completed by 170 students (76%) and the post-survey was completed by 92 students (40%). A majority (54%) of those who completed both surveys reported no experience using ChatGPT before enrolling in this course. The experience of training and using ChatGPT in subsequent learning activities positively impacted trust: t(259)= 1.9, p= 0.029, perception of usefulness: t(258) = 3.75, p< 0.001, and intent to use: t(257) = 3.28, p< 0.001.

Conclusions: Classroom experience using ChatGPT positively influences attitudes toward AI and builds skills in critical thinking.

Funding Sources: The authors received no funding support for the research or authorship of this abstract.