Integrating ChatGPT in the Calculus Classroom: Student Perceptions

Derar Serhan, Natalie Welcome
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Abstract


Educators are faced with the sudden infiltration of AI, including artificially intelligent tools that generate content far more sophisticated than any prior technological advancement. In this study, the researchers investigated the use of ChatGPT (currently the most used generative AI tool) as a means of learning Calculus. The study examined student perceptions toward the use of ChatGPT in their learning of mathematical concepts in Calculus and their perceptions of the advantages and disadvantages of its use in the classroom.  The participants in this study were 64 undergraduate students enrolled in a Calculus course. Participants completed a 5-point Likert-type questionnaire with two open-ended questions. The collected data were analyzed both quantitatively and qualitatively. Results of the study indicated that most students supported the use of ChatGPT in learning Calculus; they believed that ChatGPT had a positive impact on their learning, and even increased their classroom participation and engagement. 


Keywords


Mathematics education, Artificial intelligence (AI), ChatGPT, Student perception

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References


Serhan, D. & Welcome, N. (2024). Integrating ChatGPT in the calculus classroom: Student perceptions. International Journal of Technology in Education and Science (IJTES), 8(2), 325-335. https://doi.org/10.46328/ijtes.559




DOI: https://doi.org/10.46328/ijtes.559

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International Journal of Technology in Education & Science (IJTES)-ISSN: 2651-5369


 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.