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Engineering students' perceptions and actual use of AI-based math tools for solving mathematical problems.

Kimberly F Garcia1, Ardvin Kester S Ong2, Ma Janice J Gumasing3

  • 1School of Industrial Engineering and Engineering Management, Mapúa University, 658 Muralla St., Intramuros, Manila 1002, Philippines; School of Graduate Studies, Mapúa University, 658 Muralla St., Intramuros, Manila 1002, Philippines.

Acta Psychologica
|April 11, 2025
PubMed
Summary

Engineering students adopt AI math tools when they are engaging, efficient, and integrated into study habits. Perceived autonomy did not significantly influence adoption, highlighting the importance of practical benefits for tool acceptance in education.

Keywords:
AI-powered math toolsBehavioral intentionSelf-determination theoryStructural equation modelingTechnology adoptionTrustUTAUT3

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Area of Science:

  • Educational Technology
  • Artificial Intelligence in Education
  • Engineering Education

Background:

  • AI tools are transforming education, necessitating understanding of student acceptance factors.
  • Limited research exists on integrated factors influencing AI math tool adoption among engineering students.

Purpose of the Study:

  • To evaluate variables influencing engineering students' adoption perceptions and academic use of AI math tools.
  • To identify determinants of behavioral intention and technology use for AI tool adoption.

Main Methods:

  • Utilized the Unified Theory of Acceptance and Use of Technology (UTAUT3), self-determination theory, and trust.
  • Structural equation modeling analyzed data from 565 engineering students.

Main Results:

  • Hedonic motivation, perceived competence, performance expectancy, and habit significantly predicted behavioral intention and actual use.
  • Students prefer AI tools that are engaging, efficient, and easily integrated into academic routines.
  • Perceived autonomy was not a significant factor, indicating a focus on functionality over adaptability.

Conclusions:

  • AI math tools are more likely to be adopted when perceived as beneficial for academic performance and integrated into study habits.
  • Findings offer insights for developing and implementing AI educational technologies effectively.
  • AI math tools should be positioned as supplementary resources, not replacements for problem-solving skills.