Yapay Zeka ile Aritmetik: Öğrenmeyi Geliştirmek mi, Düşünmeyi Yerine Koymak mı?

Özet (abstract)

Purpose This study focuses on the influence of artificial intelligence on arithmetic subjects among undergraduate students. The study also focuses on students’ cognitive engagement, learning strategies and academic behaviour. Design/methodology/approach The study was conducted across five deemed universities in Chennai. The research adopts a qualitative, thematic approach involving in-depth interviews with 50 students, evenly split between AI and non-AI users. The framework for the study was based on seven thematic constructs: comfort and familiarity, ease and perceived simplicity, frequency and habit, engagement and involvement, dependency versus independence, learning outcomes and confidence, and future reflection. Findings This study found that AI-assisted learning offers stepwise clarity, faster problem-solving and reduced academic stress, particularly in arithmetic subjects. Students using AI tools reported improved efficiency and confidence; yet, they voiced concerns about diminishing independent thinking. Non-AI users reported developing conceptual understanding through traditional methods such as peer learning and practice-based reinforcement. Both groups underscored the need for institutional frameworks that balance digital integration with cognitive engagement, promoting thoughtful use of AI in educational settings. Originality/value Unlike previous AI-in-education studies that focus on adoption and performance, this study qualitatively compares AI and non-AI users in arithmetic learning, revealing how AI shapes cognitive engagement, confidence, dependence and independent reasoning beyond academic outcomes.

Yazarların özeti; kaynağından alınmıştır. International Journal of Information and Learning Technology, 2026 · DOI ↗