AI-assisted instructions in collaborative learning in mathematics education

A qualitative approach

Abstract

This qualitative study, grounded in an interpretive paradigm, used a phenomenological methodology to explore the experiences of pre-service math teachers in three colleges of education in Ghana's Ashanti region. The sample included 50 participants. The results showed that people have positive views and attitudes about AI-assisted instruction. These views and attitudes can be broken down into four groups: general views, attitudes toward AI tools, the effects on collaboration, and ethical concerns. Factors influencing engagement in the learning experience included technological, pedagogical, social, psychological, and external elements. Key insights indicated that ease of use, instructor alignment with learning goals, and positive peer interactions enhance engagement. At the same time, challenges such as internet connectivity and access to devices can hinder it. The study recommends addressing misconceptions and equity issues to foster positive attitudes towards AI integration in mathematics education across all levels in Ghana