Supporting student learning of basic mathematics skills and algebra through an artificial intelligent mobile learning application
O’Murchú, Cillian
O’Murchú, Cillian
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Publication Date
2023-10-06
Type
Thesis
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Abstract
The mathematical ability of some students entering higher education in Ireland has continued to generate widespread concern and evidence of the deficiency in basic mathematical skills for some incoming undergraduates has been well documented. Research has identified that many capable students, for a variety of reasons, struggle with mathematical concepts to various degrees, with some students overwhelmed by both the pace and notation used. This research focuses on students who struggle with learning mathematics, specifically service learners, and who attend a Maths Support Centre (MSC). Identifying the most common mathematical challenges, the research method explores the effectiveness of an artificial intelligent mobile learning application on student engagement and learning. The framework implemented is one of action research wherein a detailed case study is presented. Using AI functionality and the adaptative feedback of the mobile application, the student is directed in their mathematical learning particularly in algebra and basic maths skills. Utilising resources and skills, creating a supportive environment, the research is designed to support students engagement with their mathematics learning. This thesis has made a significant and tangible contribution within the field. Firstly, in a methodological manner and with statistical evidence, the research has demonstrated that an adaptive AI mathematics learning application enhances the learning experience of students attending the MSC. The findings suggest that an AI influenced mobile mathematics application can be used by design researchers, practitioners, educators and educational technologists to effectively support mathematics learning of undergraduate students particularly for on non-specialist mathematics modules and particularly for basic maths skills and algebra. Furthermore, the students who participated in the study felt that the mathematics application had a positive impact on their mathematical learning, understanding and confidence. Finally, the research makes a meaningful contribution to the field of mathematics learning centres, helping inform mathematics educators on the benefits of using mobile technology to enhance the student experience.
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Publisher
NUI Galway