Opportunities and challenges of using artificial intelligence powered systems in blended mathematics learning environment : a case study of Busitema university, Nagongera campus.
No Thumbnail Available
Date
2026
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Busitema University
Abstract
The increasing use of Artificial Intelligence (AI) in higher education has created new possibilities for teaching and learning, particularly in mathematics education. AI-powered systems can support students through immediate feedback, flexible learning, personalized assistance and visualization of mathematical concepts. However, their use also presents challenges related to access, cost, inadequate training, academic integrity, and over-reliance and limited institutional guidance. This study examined the opportunities and challenges associated with the use of AI-powered systems in a blended mathematics learning environment at Busitema University, Nagongera Campus. The study adopted a cross-sectional survey design and involved 75 undergraduate mathematics students and 5 mathematics lecturers. Data were collected using structured questionnaires and analyzed using descriptive and inferential statistics. The findings showed that 85% of students were aware of AI-powered systems and all students and lecturers reported using AI in mathematicsrelated learning or teaching activities. ChatGPT was the greatest commonly used AI tool among students. Students perceived 24-hour availability of AI tools as the primary opportunity (M = 4.00), followed by immediate feedback (M = 3.91) and self-paced learning (M = 3.85). Lecturers rated the visualization of complex mathematical concepts as the leading opportunity (M = 4.20). However, students identified the cost of premium AI subscriptions (M = 3.93), lack of training (M = 3.77) and unreliable internet access (M = 3.73) as major challenges, while lecturers identified inadequate internet and power infrastructure as the leading challenge (M = 4.40). Students were neutral about whether AI had improved their overall mathematics performance (M = 3.07), suggesting that access to AI does not necessarily translate into improved learning outcomes. Inferential analysis showed no statistically significant differences in perceived challenges by gender, t(73) = 0.84, p = 0.408, or in perceived opportunities across years of study, F(2, 72) = 0.11, p = 0.896. Similarly, no significant difference was found between students and lecturers in their overall perceptions of AI-related challenges, U = 140.00, p = 0.461. The study concludes that AI-powered systems offer useful opportunities for blended mathematics learning, but their effective use requires reliable infrastructure, AI literacy training, affordable access and clear institutional guidelines. The study recommends the development of an institutional AI-use policy, improvement of digital infrastructure and provision of training to students and lecturers on responsible and effective use of AI in mathematics education.
Description
Undergraduate research report
Keywords
Citation
Nenghanjwa, B. (2026). Opportunities and challenges of using artificial intelligence powered systems in blended mathematics learning environment : a case study of Busitema university, Nagongera campus. [Unpublished undergraduate research report]. Busitema University.