Jul 2026· Research in Learning Technology· Vol 34· 0 citations
TL;DR
The findings suggest that the conscious and pedagogically grounded integration of AI into mathematics education holds considerable potential, however, the development of critical awareness and the continued presence of human oversight remain essential to ensure meaningful learning outcomes.
Abstract
This study explores the impact of applying ChatGPT-4, a generative artificial intelligence (AI) model, in the teaching of Business Mathematics. The research had a dual aim: to generate diverse problem sets to support teachers, and to enhance students’ critical thinking by involving them in the verification of AI-generated solutions. Conducted with 342 undergraduate students at the University of Debrecen, the experiment focused on differentiation tasks. ChatGPT-4 solved these with 94% accuracy, and the majority of students (90%) also performed well. Student feedback indicated that the approach was both useful and motivating. Cluster analysis identified three distinct learner groups – Self-Determined Enthusiasts, Duty-Bound, and Drifters – who differed significantly in their engagement with AI-based learning. While most students positively evaluated the use of ChatGPT-4, many also recognised its limitations and the need for critical reflection. The findings suggest that the conscious and pedagogically grounded integration of AI into mathematics education holds considerable potential. However, the development of critical awareness and the continued presence of human oversight remain essential to ensure meaningful learning outcomes. However, its effectiveness depends on ethical use, ongoing critical reflection, and the sustained pedagogical involvement of educators.
The findings suggest that the conscious and pedagogically grounded integration of AI into mathematics education holds considerable potential, however, the development of critical awareness and the continued presence of human oversight remain essential to ensure meaningful learning outcomes.
ChatGPT has rapidly gained popularity among educators and learners, demonstrating its potential to facilitate interactive learning, personalized assistance, and academic support, and the need for guidelines, digital literacy, and ethical frameworks to ensure productive and balanced use of AI in education.
Anuradha Dwivedi, Pragati Pandey, Naveen Mni· International journal of com...· 0 citations
A ten-step teaching framework for AI-supported creative interactive content design is proposed, aimed at fostering pedagogical innovation while preserving critical thinking, creativity, and student authorship.
Belén Mainer, Ana Pérez-Escoda· Education sciences· 0 citations
Generative AI has an overall positive short-term impact on higher-level thinking skills, with the most significant improvements in problem-solving, moderate improvements in critical thinking, and relatively low improvements in creativity.
Fareen Wahid· International Journal of Inn...· 0 citations
The current study aims to examine how students perceive the effect of generative artificial intelligence (GenAI) on their learning experiences in a risk management course.
Grounded in the artificial intelligence (AI)-supported (learner-as-collaborator) paradigm and constructivist theories, a single case study design was used to examine the personal narratives of 24 business students at a university in Ghana about their experiences using GenAI tools in a risk management course.
The findings revealed that students perceive the use of GenAI in their academic activities based on three dimensions: the functions, features and applicability to specific academic tasks. These three dimensions are also connected to the motivation of students to use GenAI tools, which include their reliability, speed and ability to learn and apply the information they gather.
The findings of the present study are discussed in relation to some weaknesses and future research propositions. First, data from the present study were gathered from students who were enrolled in a business program. What this means is that the experiences of students from other disciplines, such as engineering and information technology, were not included for purposes of comparison in the current study.
Ghana represents a suitable context for this research for a number of reasons. First, although the institutional regulatory frameworks and policies, especially in most universities, are at the embryonic stage, their application among students is conspicuous. In fact, recent studies in Ghana have shown that while students are upbeat about the benefits of GenAI in the educational setting, they would also like to see its uptake in educational institutions. Second, while Ghana is touted as one of the first few countries in Sub-Saharan Africa to have adopted an ICT policy document, little is known about how students perceive the effect of GenAI on their learning experiences. Third, the uneven pace of development in artificial intelligence in Africa underscores the need to thoroughly examine the readiness of tertiary institutions in the implementation and adoption of AI Technologizing the credibility of the findings.
Gertrude Amoakohene, Y. Owusu-Agyeman, K. Adu· Journal of International Edu...· 0 citations
The findings indicate that students integrate AI tools primarily as complementary learning aids rather than replacements for traditional materials, and highlights the growing importance of evaluating not only usage frequency but also perceived reliability and pedagogical value.
M. Altin, Kirsten Jäger, Silke Jütte et al.· IU Discussion Papers Busines...· 0 citations
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