Enhancing statistics education through Project‐Based Learning ( <scp>PBL</scp> ) and the emergence of <scp>ChatGPT</scp>

Abstract In the 1990s, educators advocated for projects in statistical courses to enrich student learning. Prior research showcases the positive impact of Project‐Based Learning (PBL), where students complete course‐driven projects. In agreement with this perspective, we implemented PBL methodologies within two statistical courses at a North American research‐intensive university: “Survey, Sampling, &amp; Design” and “Experimental Design.” Students were invited to participate in an optional survey to share their opinions regarding the course project. Consistent with existing literature, our findings indicate that students hold favorable views towards course‐based projects, noticing benefits such as understanding real‐life applications, collaboration, and enhancing data analysis skills. Additionally, many students have incorporated the use of generative AI for their works, such as ChatGPT, and shared the advantages of such tools in their coursework. Drawing from our experiences, we propose strategies to enhance course projects and address concerns related to the overreliance of generative AI tools.