Lukomon et al (14-24)
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From phobia to fun: Enhancing mathematics engagement with AI-powered tools
GA Lukumon,1
A Maharaj,2 KA Salaudeen,3 LO Aselebe,4 SO Sangoniyi,3 AM Gbolagade,3 TM Asiru,3 PI Farayola,3 AA Waheed,5 KO Aselebe,7 SD Ogundiran8
1 Centre for Artificial Intelligence and Multidisciplinary Innovations Studies, Department of Auditing, College of Accounting Science, University of South Africa, Pretoria, South Africa
2 School of Mathematics, Computer Science and Statistics, University of KwaZulu-Natal, South Africa
3 Department of Mathematics, Emmanuel Alayande University of Education, Oyo, Nigeria
4 Directorate of General Studies (Mathematics Units), Federal School of Surveying, Oyo, Nigeria
5 Department of Mathematics, Lead City University, Ibadan, Nigeria
6 Department of Mathematics, Oyo State College of Education, Lanlate, Nigeria
7 Department of Educational Management, Library and Information Science, Emmanuel Alayande University of Education, Oyo, Nigeria
8 Atiba University, Oyo, Nigeria
Abstract
Can AI-powered tools improve students´ engagement in mathematics, reduce math phobia, and increase motivation and positive perceptions despite persistent challenges such as low participation rates and diminished enjoyment? This study, involving N = 98 first-year undergraduate students, investigated the impact of AI-powered tools on students´ engagement and attitudes in mathematics classes. We compared two groups: one using an AI-powered assessment tool and the other employing traditional assessment methods. Outcomes were measured through enjoyment, willingness/motivation to participate, math perception (phobia vs. fun), and quiz participation intention. Results indicated trends suggesting that the AI-powered tool group experienced slight improvements in enjoyment and participation. Those findings suggest the potential of AI-powered tools not only for creating a more engaging and enjoyable mathematics learning environment but also for informing education policy. Policymakers may consider integrating such tools into curricula to support innovative teaching practices. However, further research with a larger sample size is needed to validate these trends and better understand the benefits of AI-powered assessments in education.
Keywords: AI-powered tools, mathematics phobia, artificial intelligence, motivation, enjoyment, assessment, education policy
How to cite this article: Lukumon, G. A., Maharaj, A., Salaudeen, K. A., Aselebe, L. O., Sangoniyi, S. O., Gbolagade, A. M., Asiru, T. M., Farayola, P. I., Waheed, A. A., Fadara, O. O., Aselebe, K. O., & Ogundiran, S. D. (2026). From phobia to fun: Enhancing mathematics engagement with AI-powered tools. African Perspectives of Research in Teaching and Learning, 10(1), 14–24.
DOI: https://doi.org/10.70875/v10i1article2
Date published: 07 April 2026