This study investigates students’ decisions to use (or not use) GenAI for mathematics purposes and the reasons they give to support this choice, and reflects students’ self-reported reasons for this.
Abstract
The rapid influx of generative artificial intelligence (GenAI) into higher education has resulted in a large number of research studies over the past three years. Much of the research to date has focused on the researcher/educator perspective of the optimal usage, benefits and challenges in the implementation of GenAI, often in a very general sense. The importance of the student voice and discipline-specific results must not be lost in this debate. This study investigates students’ decisions to use (or not use) GenAI for mathematics purposes and the reasons they give to support this choice. This was done by surveying almost 700 students in an Irish university, using an online, anonymous survey in March 2025. The students in the sample were all studying at least one mathematics module at the time. In addition, students were asked what they perceive the benefits and challenges to be of GenAI for mathematics in higher education. 91% of respondents were using GenAI for mathematics purposes. Both their reasons for using GenAI and the benefits they perceived for it fell into four main themes: Self-Improvement, Tools, Access, and Support. Their reasons for not using GenAI, and the challenges they perceived, were categorised under Unnecessary/Unknown, Inaccurate, Skill Loss, and Ethical Concerns. Students mentioned using GenAI for self-improvement reasons, such as bettering their understanding of mathematics, and found the lack of interaction with a person to be a benefit rather than a challenge. This study was conducted at a unique moment in time when the usage of GenAI was moving from sporadic to widespread and reflects students’ self-reported reasons for this.
Generative artificial intelligence (GenAI) is increasingly influencing university teaching, yet research on how mathematics faculty perceive and adopt these tools remains limited. This study investigates four key areas related to GenAI use in higher education: faculty AI literacy, intelligent technological pedagogical content knowledge (TPACK), perceived trust in GenAI outputs, and overall acceptance of GenAI in mathematics instruction. An online survey was administered to mathematics faculty in Saudi universities. The results show that ChatGPT is the most widely used GenAI tool among participants, indicating its central role in current instructional practices. Findings also reveal generally positive attitudes toward GenAI, alongside cautious levels of trust, particularly regarding the accuracy of AI-generated mathematical solutions. Acceptance of GenAI was found to be closely associated with higher levels of AI literacy, stronger intelligent TPACK, and greater perceived trust. Overall, the study provides insight into faculty readiness for GenAI integration, highlighting both opportunities and ongoing challenges. This exploratory research contributes to the growing literature on GenAI adoption in higher education and offers guidance for professional development initiatives aimed at supporting ethical, effective, and pedagogically informed use of GenAI in university mathematics instruction
This study examines the influence of generative artificial intelligence (GenAI) on the academic performance of computer science students. With particular emphasis on coding proficiency, the research explores the ways in which GenAI tools affect student engagement, motivation, and the cultivation of problem-solving competencies. Data were gathered through survey instruments administered to students and teaching assistants within a higher education institution. The results indicate a positive association between the utilization of GenAI tools and enhanced academic performance, most notably in the comprehension of complex programming concepts. Nevertheless, the findings also draw attention to concerns regarding excessive dependence on such tools, as well as potential challenges related to academic integrity. This study underscores the importance of achieving a balanced integration of GenAI within educational frameworks in order to optimize its benefits while minimizing associated risks
R. A. Sambetova, A. Veryaev, Ye.Z. Uxikbayev· Bulletin· 0 citations
The purpose of this study was to understand how students in higher education utilise artificial intelligence (AI)-based tools in their studies and to explore their reflections on their use. Further, we aimed to identify the areas where students require assistance or lack information when utilising AI.
To gain an in-depth understanding of the students’ experiences and reflections, an interview study was conducted with 17 students: eight bachelor students, six master’s students and three students from executive education programmes. An inductive thematic analysis based on Braun and Clarke’s framework was employed to analyse the interview data.
This study confirms the widespread and varied integration of AI tools into students' academic lives in higher education. However, usage is concentrated in a small set of tools; the application's complexity scales with students’ study level. Common applications include seeking definitions, explanations and summarisation, as well as text improvement, writing support and idea generation. The reflections gathered highlight that the current landscape is defined by psychological and ethical uncertainty stemming from high use, alongside ambiguity around institutional regulation and academic integrity.
While quantitative studies have dominated early research on student AI usage, they often lack the depth needed to understand how students apply these tools and how they perceive their skill levels. Thus, a qualitative approach provides the necessary depth to capture students’ perspectives. The present study complements existing research by providing explanations, reflections and qualitative insights into students’ use of AI in their studies.
Hilde Marie Sandstrak, Pia Borlund· Journal of Documentation· 0 citations
While GenAI can be used as a tool to benefit learning, incorrect use has the potential to negatively impact the user’s critical thinking abilities. It is important for users to be aware of how to use GenAI and what are the limitations of the tool. Prior to developing AI literacy programs, it is useful to know the current uses of GenAI of the study body. This study includes results of an in-class survey consisting of 107 students in a 4th year Civil Engineering Capstone course regarding their use of GenAI. Results of the survey indicate that most students do use GenAI for academic purposes. The primary uses are to aid in the writing process and to explain topics to themselves. From these results, students are currently unloading cognitive work where they should typically be spending time with new knowledge and developing a stronger understanding.
E. Philion, C. Jeanneret, John Gales· Proceedings of the Canadian...· 0 citations
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.
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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