Title: Generative AI in mathematics education: analysing student performance and perceptions over three academic years

Authors: Blaženka Divjak; Barbi Svetec; Damir Horvat

Addresses: Faculty of Organization and Informatics, University of Zagreb, Pavlinska 2, Varaždin, Croatia ' Faculty of Organization and Informatics, University of Zagreb, Pavlinska 2, Varaždin, Croatia ' Faculty of Organization and Informatics, University of Zagreb, Pavlinska 2, Varaždin, Croatia

Abstract: This study presents an approach in which generative AI (GenAI) chatbots are used to assist students in a problem-solving task resulting in a mathematical essay, introduced in the academic year 2022/2023 in a higher education mathematics course, and continued with in 2023/2024. We compared students' results from these two years with the results from 2021/2022, when GenAI was not part of the task, using Kruskal-Wallis and Dunn tests. The total sample included 966 students. The 2022/2023 results (GenAI introduced) differed significantly from the other two years, with students being less successful. Conversely, 2023/2024 (GenAI standard) showed the best student results and no significant difference from 2021/2022 (no GenAI). In all the three years, results in the problem-solving essay correlated with success in previous formative and summative assessments. Student feedback highlighted advantages and disadvantages of interactions with GenAI, revealing a tendency to utilise GenAI more for theoretical than practical tasks.

Keywords: artificial intelligence; generative artificial intelligence; chatbot; ChatGPT; problem-solving; assessment; mathematics.

DOI: 10.1504/IJTEL.2026.150520

International Journal of Technology Enhanced Learning, 2026 Vol.18 No.1, pp.16 - 39

Received: 26 Jul 2024
Accepted: 16 Sep 2024
Published online: 16 Dec 2025 *

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