Rwandan Secondary-School Students’ Perceptions and Experiences of AI-Generated Visual Instructional Materials in Geometry

Abstract

This qualitative case study explored how Senior Five (S5) students in one Rwandan secondary school perceived and experienced AI-generated visual instructional materials used within teacher-led geometry lessons. Two objectives guided the study: to explore students’ perceptions of the materials, and to explore how students described the materials as supporting their understanding of geometric concepts. Ten S5 students who had taken part in the lessons were purposively selected, and individual semi-structured interviews were conducted after the lessons. The interview data were analysed thematically. Participants generally perceived the materials favourably. They described the visuals as making geometric relationships easier to see, the lessons as more engaging, and difficult topics such as three-dimensional figures as more approachable. Participants also described the materials as helping them form clearer mental images, link diagrams to mathematical explanations, follow procedures, and remember content. Reservations centred on occasional unclear or inaccurate content and on the continuing need for teacher explanation, questioning, and practice. Because the study relied on self-reported experience, examined a teacher-mediated intervention, and had no comparison group or independent measure of learning, the findings describe perceived support for understanding rather than demonstrated conceptual gains or effects attributable to AI. The study suggests that AI-generated visual materials may be considered as supplementary resources in Rwandan geometry teaching, provided that teachers verify them and integrate them with conventional teaching and learning activities.