Exploring Question AI as Pedagogical Tool in Higher Mathematics Education

Abstract

This study explores the integration of Question.AI, an AI system, into mathematics education, examining its potential and limitations through a qualitative single-case study involving interviews and surveys with educators and students. Findings reveal that Question.AI offers personalized learning and reduces cognitive load, valued for its convenience by students and its pedagogical enhancement by teachers, aligning with Social Cognitive Theory (SCT) and Technology Acceptance Model (TAM). However, concerns regarding accuracy, reliability, and ethical implications, such as data privacy and inclusivity, are prominent. The research highlights the necessity for improvements in Question.AI's accuracy and features, alongside promoting its responsible use. Recommendations include teacher training programs for effective integration, encouraging student critical analysis and ethical awareness, curriculum integration aligned with educational objectives, and collaborative efforts between IT experts and developers to ensure reliability. Future research should focus on long-term effects and mitigation strategies, emphasizing the importance of verifying AI-generated answers to maintain academic integrity. The study underscores the need for a balanced approach, leveraging AI's benefits while addressing its challenges to optimize its role in mathematics education.