May 11, 2026
Hybrid (online/in-person) learning has revealed mixed student satisfaction. Adding high-content courses such as human anatomy into hybrid formats can pose significant learning challenges due to their extensive material. The current study explores the integration of artificial intelligence (AI) tools in a hybrid human anatomy course to enhance student learning and performance. The University of Pittsburgh multidisciplinary research team developed AI-assisted learning tools and tested them in a non-randomized study with a group of 129 hybrid Doctor of Physical Therapy students. The tools included a virtual dashboard, an assessment feedback application, and a custom chatbot, aimed at facilitating early remediation and improving hybrid student outcomes. Final course grades were not significantly different between cohorts who had access and no access to the AI tools. However, among the AI tool users, more than 80% of participants reported the AI tools as helpful. Additionally, within the AI tool user cohort, participants who may have consistently used the AI tools achieved higher academic performances than inconsistent AI tool users. This suggests that when hybrid students consistently use supplemental AI tools, they may be able to better understand and master complex subjects. This research provides a foundation for developing intelligent feedback mechanisms to support hybrid student learning.
Berrios Barillas, R., de Leon, M., Fraundorf, S., Brusilvosky, P., de Alencar, R. S., Nixon-Cave, K., & Wang, Y. (2026). Supplemental AI in a hybrid human anatomy course and its effect on student performance and engagement. American Journal of Distance Education
The publication below is based on the same project as “Supplemental AI in a hybrid human anatomy course and its effect on student performance and engagement.” Access here:
Barrillas, R. B., Gilbert, R., De Leon, M., Wang, Y., & Fraundorf, S. (2026). Building Confidence in Hybrid Anatomy Learners. Clinical Anatomy.