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All Journal Desimal: Jurnal Matematika International Journal of Didactic Mathematics in Distance Education
Falebita, Oluwanife Segun
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Education Mathematics Social Sciences

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Influence of artificial intelligence tool perceptions on mathematics undergraduates' academic engagement: role of attitudes and usage intentions Falebita, Oluwanife Segun; Ayanwoye, Olubunmi Kayode; Akinola , Lukman Shina
International Journal of Didactic Mathematics in Distance Education Vol. 2 No. 2 (2025): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v2i2.13064

Abstract

In African higher education, particularly among STEM students, the rapid integration of Artificial Intelligence (AI) into teaching and learning has created both opportunities for innovation and concerns about ethical use, however, there remains scarce studies about how students perceive and use these technologies in ways that influence their academic engagement and learning outcomes in Mathematics. This study, which focuses on attitudes and usage intentions, seeks to investigate the Influence of AI Tool Perceptions on the academic engagement of mathematics undergraduates from the lens of Technology Acceptance Model (TAM). The Structural Equation Modelling (SEM) approach was used to examine the perceptions of Mathematics undergraduates regarding AI usage and academic engagement. Data collected from 1,518 Mathematics undergraduates from Southwest Nigerian universities through a survey hosted online was analysed using PLS-SEM. The findings indicate that perceptions (perceived ease of use and perceived usefulness) influence attitudes towards and intentions to use AI tools while intention (β = -0.179, t = 2.426, p < 0.05), attitude towards (β = 0.216, t = 2.541, p < 0.05), and actual use of AI (β = 0.797, t = 11.904, p < 0.05) influences academic engagement, intention. According to this study, improving the mathematics students’ perceptions towards the use of AI tools could result in more engaging learning experiences. It highlights the necessity of developing positive attitudes and perceptions to foster academic engagement among undergraduate students in Mathematics programs, as well as the importance of developing supportive learning systems, and institutional regulations that support ethical and effective ways of incorporating AI.
Perceived Behavioural Control and Artificial Intelligence Tools Use Among Mathematics Undergraduates: The Mediating Role of Brand Trust Falebita, Oluwanife Segun; XULU, Ntuthuko S’bonelo; AROGUNDADE , Glory Oluwaseun
Desimal Vol. 9 No. 1 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i1.30830

Abstract

This study addresses the growing reliance on artificial intelligence (AI) in education by re-examining the behavioral mechanisms that drive its actual use. While perceived behavioral control has long been treated as a primary determinant of technology adoption, its explanatory power in complex and less transparent systems such as AI remains limited. This study advances the argument that behavioral capability alone is insufficient and must be understood in conjunction with trust-based evaluations. Accordingly, it investigates how perceived behavioral control influences AI usage both directly and indirectly through brand trust. Data were collected from 317 university students in mathematics-related programs and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results reveal that although perceived behavioral control significantly affects both trust and usage, brand trust exerts a stronger and more decisive influence on actual behavior. The mediation analysis further shows that trust functions as a critical transmission mechanism, partially mediating the relationship between perceived behavioral control and AI usage. These findings challenge the conventional assumption that capability is the dominant driver of behavior and instead highlight the central role of trust in shaping engagement with AI. By demonstrating a dual-pathway mechanism, this study extends behavioral theory in the context of intelligent systems. The results underscore that successful AI adoption depends not only on users’ ability to operate the technology but also on their confidence in its reliability and credibility.     
Co-Authors Akinola , Lukman Shina AROGUNDADE , Glory Oluwaseun Ayanwoye, Olubunmi Kayode XULU, Ntuthuko S’bonelo