Integrating Artificial Intelligence into College Mathematics Curricula in China/Integracija umjetne inteligencije u kurikule matematike na kineskim fakultetima
DOI:
https://doi.org/10.15516/cje.v28i3.42192Keywords:
educational technology, mathematical knowledge, metacognitive regulation, personalized learning, problem-solving strategiesAbstract
Abstract
This study analyzes the use of Google's Socratic application as a support tool for teaching mathematics at higher educational institutions in China. The study involved 400 students from four universities in Eastern China, divided into two groups: an experimental group and a control group, each comprising 200 students with comparable demographic characteristics. Over a 16-week period, students in the experimental group used Socratic for self-study and homework completion, while the control group continued using traditional learning methods. Student performance was evaluated using standardized examinations. Data on student engagement with the application were also collected, including usage frequency and feature utilization patterns. Additionally, metacognitive skills were assessed using a specialized questionnaire. The results showed that students in the experimental group significantly improved their mathematics performance compared to the control group, where no changes were observed. Statistical analysis confirmed that using the application to support the learning process positively influenced students’ academic outcomes. Analysis of application usage revealed that students actively utilized various features, including step-by-step hints, explanatory support, and solution verification tools. Overall, the study’s findings highlight the potential of Socratic as a tool for university-level mathematics instruction in contexts where opportunities for personalized feedback are limited.
Keywords: educational technology; mathematical knowledge; metacognitive regulation; personalized learning; problem-solving strategies
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Sažetak
Ova studija analizira upotrebu Googleove aplikacije Socratic kao alata za podršku u nastavi matematike na visokim obrazovnim ustanovama u Kini. U studiji je sudjelovalo 400 studenata s četiriju sveučilišta u istočnoj Kini, podijeljenih u dvije skupine: eksperimentalnu i kontrolnu, od kojih je svaka obuhvaćala 200 studenata s usporedivim demografskim karakteristikama. Tijekom 16 tjedana studenti u eksperimentalnoj skupini koristili su aplikaciju Socratic za samostalno učenje i rješavanje domaćih zadaća, dok je kontrolna skupina nastavila koristiti tradicionalne metode učenja. Postignuća studenata ocijenjena su standardiziranim ispitima. Također su prikupljeni podatci o angažmanu studenata s aplikacijom, uključujući učestalost korištenja i obrasce korištenja značajki. Dodatno, metakognitivne vještine ocijenjene su pomoću specijaliziranoga upitnika. Rezultati su pokazali da su učenici u eksperimentalnoj skupini značajno poboljšali svoje rezultate iz matematike u usporedbi s kontrolnom skupinom, u kojoj promjene nisu zabilježene. Statistička analiza potvrdila je da je korištenje aplikacije za podršku procesu učenja pozitivno utjecalo na akademske rezultate učenika. Analiza korištenja aplikacije otkrila je da su učenici aktivno koristili razne značajke, uključujući upute korak po korak, pomoć pri objašnjenju i alate za provjeru rješenja. Sveukupno, nalazi istraživanja ističu potencijal platforme Socratic kao alata za poučavanje matematike na sveučilišnoj razini u kontekstima u kojima su prilike za personaliziranu povratnu informaciju ograničene.
Ključne riječi: matematičko znanje; metakognitivna regulacija; obrazovna tehnologija; personalizirano učenje; strategije rješavanja problema
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