Artificial Intelligence in Undergraduate Mathematics Education: Student Perspectives on Learning, Academic Achievement, and Math Anxiety

Abstract

Artificial intelligence (AI) has become increasingly integrated into education, particularly through generative AI tools that provide academic support, personalized feedback, and problem-solving assistance. While prior research has examined AI’s impact on student performance, motivation, and engagement, researchers have given less attention to students’ perceptions of AI and how these perceptions relate to learning experiences, academic success, and math-related anxiety. This study aims to investigate undergraduate students’ perceptions of AI use in mathematics courses and explores relationships between perceived impact, academic success, and anxiety. Data were collected using an anonymous online questionnaire distributed to Carroll College students who had completed a mathematics course. The survey included structured Likert-scale and rating-scale items, as well as open-ended questions to assess AI usage patterns and perceived effects on learning, achievement, and anxiety. Quantitative data analysis used descriptive methods, while thematic analysis of open-ended responses identified recurring patterns. Findings indicate that students largely perceive AI as a beneficial learning support tool, particularly for improving conceptual understanding, increasing efficiency, and providing accessible, on-demand assistance. Most participants reported positive impacts on homework performance and overall learning experiences, while the influence of AI on exam performance and math-related anxiety was more limited. Thematic analysis revealed that students commonly use AI for step-by-step explanations, immediate support, and additional practice, while also demonstrating awareness of potential overreliance. Additionally, patterns of use suggest that students tend to engage with AI intentionally—using it to supplement rather than replace their own problem-solving—while maintaining moderate to high confidence in their understanding. These findings highlight the importance of integrating AI as a supplemental learning tool while preserving opportunities for independent problem-solving and meaningful assessment in mathematics education.