Personal Experiences of College Students in Utilization of Artificial Intelligence (AI) Technology in Mathematics

Abstract

In the fast-changing landscape of 21st-century education, the integration of Artificial Intelligence (AI) technologies such as ChatGPT, Mathway, and GeoGebra has relevantly shaped how college students interact with mathematics. This qualitative-descriptive study scrutinizes the personal experiences, attitudes, and practice specimens of ten college students in the Philippines who have utilized AI tools in mathematics learning. Guided by Constructivist Learning Theory, Vygotsky’s Sociocultural Theory, and the Technology Acceptance Model (TAM), the research explores how AI affects students’ conceptual understanding, problem-solving confidence, and learning behaviors. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. Findings reveal a nuanced duality: while students perceive AI as a helpful learning companion that enhances clarity, motivation, and autonomy, they also express cautious trust and concern over potential over-reliance and cognitive passivity. AI utilization was found to be largely student-driven and peer-influenced, with learners critically sailing its benefits and limitations. The study underscores the need for AI literacy, balanced usage, and institutional assistance to ensure AI serves as a scaffold for deeper mathematical understanding rather than a shortcut for convenience. These insights inform educators and policymakers aiming to integrate AI in mathematics education responsibly and equitably.