A Phenomenological Analysis of Students' Self-Perceptions of the Mathematical Online Study using and AI or ChatGPT

Abstract

This article highlights the importance of structuring a diverse online teaching activity using ai or chatgpt.

In the theoretical part, we presented its essential advantages, such as building a specific educational system that accumulates the benefits of online learning. In addition, we emphasized that educational ai offers the possibility to manage the curriculum, personalize the teaching process, and involve virtual tutors capable of generating the educational path specific to each student's individual characteristics. It can also offer real-time feedback and standardized assessment.

In the empirical part, we analysed, with phenomenological tools, the means of the student's self-perception of the advantage of online study. We analysed the appearance of some verbal markers that suggest the importance of the involvement of ai and chatgpt, as well as other digital platforms used in online academic activity. We emphasized the students' perceived difficulties encountered in using different digital systems.

In conclusion, students' perception is favourable to learning in a system combining online individual study (because it helps them to structure what they have to study ahead of time, adapt their rhythm, or access various online applications to enrich their background at cognitive levels such as knowledge, understanding, application) with the online formal study leading by the teacher or virtual tutor (because they build them solid cognitive competencies focused on higher cognitive levels such as analysis, evaluation, and creativity).