The Impact of ChatGPT Usage Intensity on Mathematics Anxiety and Problem-Solving Skills among Undergraduate Students

Aseel Ajlouni; Asma AlOmary; Fatmeh Wahbeh; Feda Ghnaim; Lama'a Al-orainat

doi:10.3991/ijep.v16i2.60901

Authors

Aseel Ajlouni The University of Jordan, Amman, Jordan https://orcid.org/0000-0002-2904-765X
Asma AlOmary Al-Ahliyya Amman University, Amman, Jordan https://orcid.org/0009-0009-8169-3120
Fatmeh Wahbeh
Feda Ghnaim Al-Ahliyya Amman University, Amman, Jordan
Lama'a Al-orainat The University of Jordan, Amman, Jordan

DOI:

https://doi.org/10.3991/ijep.v16i2.60901

Keywords:

ChatGpt, mathematics, anxiety, problem-solving skills, generative artificial intelligence

Abstract

Given the foundational role of mathematics in higher education and the rapid integration of educational technologies, understanding the impact of digital tools on mathematics learning has become increasingly important. This study examined the impact of ChatGPT usage intensity on mathematics anxiety and perceived problem-solving skills among undergraduate students. A quantitative descriptive research design with a cross-sectional approach was employed, involving a sample of 357 undergraduate students. Data were collected using three validated instruments: the adopted Academic Intensity of ChatGPT Use scale, the Abbreviated Math Anxiety Scale, and the Problem-Solving Inventory. The results revealed a significant positive relationship between ChatGPT usage intensity and perceived problem-solving skills, as well as a significant negative relationship between ChatGPT usage intensity and mathematics anxiety. Regression analyses further indicated that ChatGPT usage intensity significantly predicted both mathematics anxiety and problem-solving skills. The findings suggest that ChatGPT use may support mathematics learning by reducing anxiety and enhancing problem-solving skills among undergraduate students, highlighting its potential value for integration into higher education contexts.

Author Biography

Aseel Ajlouni, The University of Jordan, Amman, Jordan

Aseel Ajlouni is Assistant Dean for Laboratories Affairs of the school of educational Sciences at the University of Jordan. She earned her PhD in Educational Technology from the University of Jordan. She has published several research papers on computer science and educational technology.

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