Using Generative Artificial Intelligence Models (GAIM) as digital assistants for enhancing motivation and retention proficiency of mathematics undergraduates
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Abstract
Artificial intelligence has significantly revolutionized academic activities, offering learners varying systems that help them overcome the limitations of traditional teaching and learning methods. In this paper, the focus was to critically analyse how the consistent use of GenAI chatbots may increase motivation and increase the retention capacity of undergraduates in Mathematics. Self-determination theory was applied to explore how students go through motivation processes and how GenAI chatbots can increase their motivation. Also, Intelligent Tutoring Systems (ITSs) were applied as a conceptual approach to explore how GenAI chatbots can impact the cognitive and mental processes of the students to increase their retention ability in Mathematics learning. In the paper, a quantitative approach was adopted, and data was collected from 93 undergraduates through digitally designed survey questionnaires. The analysis was conducted using relevant statistical measures, including descriptive statistics, CFA, and Pearson correlation. We measured 14 items, which were referred to as indicators derived from previous studies. The results of the statistical analysis and the Pearson correlation tests indicated that GenAI chatbots directly enhance undergraduates’ motivation and retention ability, which invariably impact their academic performance. The overall mean score was high, indicating regular usage of AI chatbots (mean = 4.18) and also that it played a crucial role in solving academic problems (mean = 4.05). Moreover, participants reported better understanding of the course materials (mean = 4.27) and quicker recall of information when compared to non-chatbot methods (mean = 4.02). The three hypotheses were accepted, suggesting that consistent use of GenAI chatbots increases undergraduates’ motivation levels, enhances their retention ability, and increases their academic performance. Thus, we conclude that the transformation of AI chatbots into useful tools for undergraduates’ academic growth has increased their motivation levels, enhanced their retention ability, and improved their academic performance.
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