Abstract:
Can AI-powered tools improve students' engagement in mathematics, reduce math phobia, and increase
motivation and positive perceptions despite persistent challenges such as low participation rates and
diminished enjoyment? This study, involving N = 98 first-year undergraduate students, investigated the
impact of AI-powered tools on students' engagement and attitudes in mathematics classes. We compared
two groups: one using an AI-powered assessment tool and the other employing traditional assessment
methods. Outcomes were measured through enjoyment, willingness/motivation to participate, math
perception (phobia vs. fun), and quiz participation intention. Results indicated trends suggesting that the
AI-powered tool group experienced slight improvements in enjoyment and participation. Those findings
suggest the potential of AI-powered tools not only for creating a more engaging and enjoyable
mathematics learning environment but also for informing education policy. Policymakers may consider
integrating such tools into curricula to support innovative teaching practices. However, further research
with a larger sample size is needed to validate these trends and better understand the benefits of AIpowered assessments in education.
Description:
Journal article published in African Perspectives of Research in Teaching and Learning Journal Issue 1, Volume 10, 2026
