Examining the effect of AI-based tutoring systems on students' mathematical problem-solving skills: The moderating role of mathematics anxiety

Abstract

This study used mathematics anxiety as a moderating variable to investigate how AI-based tutoring systems affected university students’ ability to solve mathematical problems. A cross-sectional survey design was used, and a standardized questionnaire was used to collect data from 338 students. Amos was used for Structural Equation Modeling analysis of the general data. Students’ ability to solve mathematical problems was directly and significantly impacted by AI-based tutoring systems, according to the findings. Additionally, students' ability to solve mathematical problems was adversely affected by mathematics anxiety. Lastly, the relationship between students’ ability to solve mathematical problems and AI-based tutoring systems was negatively moderated by mathematics anxiety. We advised teachers to implement strategies to reduce mathematics anxiety in the classroom. These include creating a loving technique for a loving environment, offering techniques for lowering anxiety, and encouraging a growth mentality.