Frontiers in Education: Digital Learning Innovations

This study aims to explore secondary school students’ perceptions of the implementation of an active methodology -Story-Based Learning (SBL)- and the role of technology and artificial intelligence as mediators in fostering its creative phase. The methodology employed follows a descriptive approach, using a survey design and an analysis of the relationships between the observed variables through Pearson's correlation coefficient (r). An experimental situation was designed with a sample of 164 students, of whom 110 took part in a technology-mediated didactic experience applying the method. This group was asked to complete a creative activity to complement the lesson they had received, under the condition that artificial intelligence should not be used in the process. The experimental group, consisting of 54 students, carried out the same activity with the condition of incorporating artificial intelligence into their creative process. The results indicate that the applied methodology is perceived as more engaging and more capable of sparking interest and fostering creativity than traditional methodologies. Regarding the use of Artificial Intelligence, those who abstained from using it felt more creative, both individually and collectively, and more connected to their peers than those who did. However, those who utilized AI perceived a slight improvement in the quality of their final output. These findings suggest that AI should be integrated as an additional voice to stimulate brainstorming and creative debate, rather than as a replacement for them. It is perhaps best suited to the final stages of the process to refine, polish, and enhance the final product.

BackgroundVeterinary anatomy education has traditionally relied on cadaveric specimens and two-dimensional (2D) educational resources, such as textbooks and atlases. However, ethical, logistical, and biosafety constraints increasingly limit access to cadaveric material, particularly for teaching the anatomy of wild and exotic animals. Advances in three-dimensional (3D) modeling and printing, along with the growing availability of digitized anatomical collections, have expanded the range of educational resources available for anatomy teaching. Nevertheless, comparative evidence regarding the educational effectiveness of these alternative approaches remains limited. This study evaluated whether learning animal osteology using 3D-printed anatomical biomodels yields learning outcomes comparable to those obtained with real anatomical specimens and using only 2D educational materials.MethodsA quantitative controlled experimental study was conducted with 261 undergraduate veterinary medicine students, who were categorized according to prior knowledge of osteology into a group with previous anatomy training and a group without prior training. Students were randomly allocated to one of three study methods: 3D-printed anatomical biomodels, real cadaveric specimens, or 2D materials only. All groups received a standardized 45-minute study session, followed by a practical assessment conducted exclusively using real anatomical specimens.ResultsStudents with prior knowledge achieved higher overall scores than those without previous training. Within both subgroups, students who studied using 3D-printed biomodels or real anatomical specimens obtained significantly more correct answers than those who relied exclusively on two-dimensional materials. No significant differences were observed between the 3D biomodel and real specimen groups. Perfect scores were achieved only by students with prior knowledge who studied using 3D biomodels or real specimens. Test completion time and performance did not differ according to gender.Conclusions3D printed anatomical biomodels yielded learning outcomes comparable to those obtained with real anatomical specimens and superior to those achieved using only two-dimensional materials. These findings support the use of three-dimensional biomodels as a viable and effective educational resource in veterinary anatomy education, particularly in contexts constrained by ethical, logistical, or conservation-related limitations, and highlight their potential to expand access to diverse anatomical specimens.

IntroductionThis study investigates how ChatGPT, a generative AI tool, can promote inclusive and sustainable e-learning by enhancing learner empowerment, satisfaction, and engagement.MethodsDrawing on the Technology Acceptance Model (TAM), Self-Determination Theory (SDT), and the Sustainable Education Framework, a structural model was developed to examine the mediating roles of student empowerment and student satisfaction, and the moderating role of inclusivity perception. Data were collected from 350 students across South Korean universities using a cross-sectional survey and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM).ResultsThe findings indicate that perceived usefulness, perceived ease of use, and accessibility of ChatGPT significantly enhance student empowerment, which in turn increases satisfaction, continuance intention, and sustainable learning outcomes. Furthermore, inclusivity perception strengthens these relationships.DiscussionThe study contributes theoretically and aligns AI-enabled education with SDG-4.