Generative AI in higher education: efficiency, motivation and challenges in teaching business mathematics
TL;DR
The findings suggest that the conscious and pedagogically grounded integration of AI into mathematics education holds considerable potential, however, the development of critical awareness and the continued presence of human oversight remain essential to ensure meaningful learning outcomes.
Abstract
This study explores the impact of applying ChatGPT-4, a generative artificial intelligence (AI) model, in the teaching of Business Mathematics. The research had a dual aim: to generate diverse problem sets to support teachers, and to enhance students’ critical thinking by involving them in the verification of AI-generated solutions. Conducted with 342 undergraduate students at the University of Debrecen, the experiment focused on differentiation tasks. ChatGPT-4 solved these with 94% accuracy, and the majority of students (90%) also performed well. Student feedback indicated that the approach was both useful and motivating. Cluster analysis identified three distinct learner groups – Self-Determined Enthusiasts, Duty-Bound, and Drifters – who differed significantly in their engagement with AI-based learning. While most students positively evaluated the use of ChatGPT-4, many also recognised its limitations and the need for critical reflection. The findings suggest that the conscious and pedagogically grounded integration of AI into mathematics education holds considerable potential. However, the development of critical awareness and the continued presence of human oversight remain essential to ensure meaningful learning outcomes. However, its effectiveness depends on ethical use, ongoing critical reflection, and the sustained pedagogical involvement of educators.