Higher mathematics is a core component of STEM and engineering education; however, many students encounter difficulties in developing conceptual understanding and problem-solving skills. This study examines students’ use of artificial intelligence-based chatbots to support learning in higher mathematics within a personalized learning framework. The empirical basis of the study consists of a cross-sectional anonymous online survey conducted at Saken Seifullin Kazakh Agrotechnical University (Kazakhstan) (n = 154). The results of the descriptive analysis indicate that 72% of respondents reported an understanding of chatbot operating principles, 49% used chatbots “as needed,” and 7% reported very frequent use. The most common areas of chatbot application were the computation of derivatives and integrals (44%) and graph plotting (28%). Among the most frequently perceived benefits, respondents highlighted explanations of complex topics (45%) and rapid access to problem solutions (28%). At the same time, the main perceived limitations included insufficient accuracy of responses (42%) and difficulties in entering mathematical expressions (35%). Overall, the findings suggest that students primarily perceive chatbots as on-demand support tools for computational tasks and conceptual explanations, while concerns related to accuracy and usability remain significant barriers to their broader adoption in the educational process.
Berikkhanova et al. (Wed,) studied this question.