HIGH-SCHOOL STUDENTS’ PERCEPTIONS OF CHATGPT AS A SUPPORT TOOL FOR LEARNING MATHEMATICS

Abstract

Generative artificial intelligence is increasingly recognized as a significant tool for supporting learning processes. This study aimed to examine high school students’ attitudes on using ChatGPT as a support for learning mathematics, with a focus on the role of motivational orientations, individual needs, and facilitating conditions in shaping their attitudes and behavioral intention toward this tool. The study was conducted with a sample of 99 students from a high school in Serbia, using a questionnaire based on the integration of the Technology Acceptance Model and the motivational framework of self-regulated learning. Exploratory factor analysis revealed six latent dimensions: attitudes toward using ChatGPT, intention to use, intrinsic and extrinsic goal orientation, individual demand, and facilitating conditions. Regression analysis results indicate that students’ attitudes play a key role in forming the intention to use ChatGPT, while intrinsic motivation, individual demand, and facilitating conditions significantly contribute to the development of positive attitudes. The findings highlight the importance of pedagogical and motivational conditions for the meaningful and responsible integration of generative artificial intelligence in mathematics instruction.