From phobia to fun: enhancing mathematics engagement with AI-powered tools

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.