Effect of Application-Based Learning Using Generative Artificial Intelligence on Information Literacy of First-Year Medical Students in Yunnan Province

Background and Aims: This experimental research aimed to 1) compare students’ information literacy before and after learning through Application-Based Learning using Generative Artificial Intelligence, 2) compare students’ information literacy after learning through Application-Based Learning using Generative Artificial Intelligence with the determined criterion set at 70%, and 3) assess students’ satisfaction after learning through Application-Based Learning using Generative Artificial Intelligence. Methodology: The research instruments were lesson plans, students’ information literacy test, and a satisfaction questionnaire. The appropriateness of the lesson plans overall was at a very high level (M=4.62, SD=0.49). The students’ information literacy test had an IOC between 0.67–1.00, item difficulty (p=0.43-0.60), item discrimination (r=0.25-0.50), and KR20 equal to 0.76. The students’ satisfaction questionnaire had an IOC between 0.67 and 1.00 and a reliability index of 0.85. The statistics used to analyze data were mean, standard deviation, t-test for dependent samples, and t-test for one sample. Results: 1) students’ information literacy after learning through Application-Based Learning using Generative Artificial Intelligence was higher than before at statistically significant level of .01 (t29=18.53, p=.000), 2) students’ information literacy was higher than the determined criterion of 70% at a significance level of .01 (t29=6.00, p=.000) and 3) students’ satisfaction after learning through Application-Based Learning using Generative Artificial Intelligence overall was at a high level (M=4.14, SD= 0.85). Conclusion: The knowledge gained from the research is that a six-step learning management system using Application-Based Learning using Generative Artificial Intelligence (ABL-GAI), which represents an innovative instructional framework that systematically integrates human-AI co-creation into information literacy education. The most significant steps for enhancing students’ information literacy are step 4: Practice the skills + GAI, and step 5: Apply & create + GAI. Furthermore, this method has been shown to boost students' interest in learning and enhance their proficiency in core information literacy competencies, including information definition & planning, seeking & access, analysis, synthesis & communication, and reflection & self-evaluation.