Attitudes and acceptance of generative AI-assisted problem solving among Mathematics students
DOI:
https://doi.org/10.64497/jssci.323Keywords:
Mathematics students, generative-AI, auxiliary problem solving, attitude, acceptanceAbstract
This study involves students from Mathematics both Applied and Education in a certain university in Guangdong as case study. The study explores the current situation, influencing factors and characteristics of the use of generative artificial intelligence (GAI)-assisted problem solving. Based on the technology acceptance model and perceived risk theory, the study designed a questionnaire, carried out a questionnaire survey, and statistical analysis. The results show that students have a high overall utilization rate of GAI, mainly checking answers and thinking references after class. The perceived usefulness, perceived ease of use, and attitude all are positively affect acceptance. The perceived risk has a significant positive predictive effect on acceptance. Gender differences only exist in perceived usefulness and perceived risk. Students generally support the standardized and rational use of AI tools. The research shows that students have a positive attitude towards AI-assisted problem solving, but the depth of use is insufficient. Therefore, some suggestions are put forward from the aspects of university managements, lecturers and students ' learning, so as to guide students to use intelligent learning tools scientifically, reasonably and safely.
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Copyright (c) 2026 Lin Sixian, Mustapha Muhammad, Jinsen Xiao
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