Interactive Artificial Intelligence Assistants for Reducing Mathematics Anxiety in Primary Teacher Education

Dušana Babicová; Tomáš Jablonský; Štefan Tkačik; Štefan Tkačik jr.

doi:10.3991/ijim.v20i11.61541

Authors

Dušana Babicová Catholic University in Ružomberok, Ružomberok, Slovakia https://orcid.org/0009-0002-7024-7036
Tomáš Jablonský Catholic University in Ružomberok, Ružomberok, Slovakia https://orcid.org/0009-0007-2066-7135
Štefan Tkačik Catholic University in Ružomberok, Ružomberok, Slovakia https://orcid.org/0000-0002-0700-3736
Štefan Tkačik jr. Catholic University in Ružomberok, Ružomberok, Slovakia; DTI University, Dubnica nad Váhom, Slovakia https://orcid.org/0009-0003-5880-3308

DOI:

https://doi.org/10.3991/ijim.v20i11.61541

Keywords:

mathematics anxiety, , Artificial intelligence in education, teacher education, self-efficacy, AI assistans

Abstract

Mathematics anxiety represents a significant affective barrier in learning mathematics and may influence both students’ academic performance and their future teaching practice. In teacher education, its reduction is particularly important because negative attitudes toward mathematics may later be transferred to pupils. This study examines the relationship between the perceived pedagogical value (PPV) of an artificial intelligence (AI) assistant and the perceived reduction of mathematics anxiety and explores the mechanism through which AI-supported learning influences students’ affective experience. The study was conducted among students in a primary teacher education program within a course focused on the didactics of arithmetic. Two forms of AI support were implemented: an interactive AI assistant, the Didactic-Arithmetic Coach (DAK), and AI-generated thematic podcasts. Data were analyzed using exploratory factor analysis, correlation, regression, and mediation analysis. The results indicate that the perceived reduction of mathematics anxiety is strongly associated with the academic support provided by the AI assistant, with situational stress reduction acting as a mediating mechanism.

Author Biographies

Dušana Babicová, Catholic University in Ružomberok, Ružomberok, Slovakia

Dušana Babicová is an assistant professor at the Department of Pre-school and Elementary Pedagogy, Faculty of Education, Catholic University in Ružomberok, Slovakia. She originally studied teacher education in mathematics for secondary education and obtained her PhD in applied mathematics. Her current work focuses primarily on the use of artificial intelligence in teacher education, particularly as a tool to support students’ mathematical preparation and foster more positive attitudes toward mathematics. She has presented these topics at several academic conferences and professional events. Her work is situated within the broader field of mathematics education and the preparation of future pre-school and primary school teachers.

Tomáš Jablonský, Catholic University in Ružomberok, Ružomberok, Slovakia

Tomáš Jablonský is a professor at the Faculty of Education of the Catholic University in Ružomberok and head of the Department of Pedagogy and Psychology. He is the academic director of the Preschool and Elementary Education program at the bachelor’s, master’s, and doctoral levels. His research and teaching focus on the areas of school didactics, the application of learning theories in instruction, the methodology of educational research, and prosocial education. He is the author of scientific studies and monographs published in Slovakia and abroad. He leads research teams and is a member of domestic and international editorial boards of professional and scientific journals.

Štefan Tkačik, Catholic University in Ružomberok, Ružomberok, Slovakia

Štefan Tkačik is a researcher at the Department of Informatics, Faculty of Education, Catholic University in Ružomberok, Slovakia. His research focuses on mathematics education, the history of mathematics, and the didactics of mathematical analysis. In recent years, his work has increasingly focused on the integration of artificial intelligence into mathematics education, particularly its potential to support conceptual understanding and reduce mathematics anxiety. He has more than 25 years of teaching experience in university mathematics courses, including Discrete Mathematics, Mathematical Analysis, and History of Mathematics. He is the author and co-author of numerous scientific publications and monographs published by international and national publishers, including Pearson and Nova Science. He is also actively involved in research projects on the history of Slovak mathematics and currently leads the project Personalities of Slovak Mathematics – Life Role Models for Future Generations.

Štefan Tkačik jr., Catholic University in Ružomberok, Ružomberok, Slovakia; DTI University, Dubnica nad Váhom, Slovakia

Štefan Tkačik Jr. is a PhD student in Management at DTI University in Dubnica nad Váhom, Slovakia, and a lecturer at the Faculty of Education, Catholic University in Ružomberok. His research is interdisciplinary, combining perspectives from management, education, and quantitative analysis. His work focuses on entrepreneurship and the strategic development of small and medium-sized enterprises, as well as mathematics education and the use of digital technologies and artificial intelligence in learning. In particular, he examines how technological tools and data-driven approaches can support learning processes, enhance conceptual understanding, and reduce barriers such as mathematics anxiety. He is the author and co-author of several scientific publications on entrepreneurship, international business development, and the application of modern technologies in education.

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