The Effect of the AI-Powered ChatGPT Application on Middle School Students' Mathematics Learning Experiences: A Qualitative Inquiry

Abstract

This study investigates the impact of ChatGPT, an artificial intelligence-based platform, on the mathematics learning process of 7th-grade students using a qualitative research approach. Designed in accordance with the phenomenological design, the data were collected through semi-structured interviews conducted with two students and analyzed through thematic analysis. The findings reveal that students initially responded positively to the platform, expressing increased interest in learning through curiosity and interaction. However, some of ChatGPT’s responses were found to be beyond the students’ cognitive levels, leading to conceptual confusion and superficial learning. Moreover, inconsistencies between classroom instruction and AI-generated responses caused cognitive dissonance, and technological limitations were found to hinder equal access. While highlighting the transformative role of AI in education, the study underlines the necessity of using such tools within a pedagogical framework, under teacher guidance, and with the support of digital literacy skills. Accordingly, the ethical, cognitive, and affective dimensions of digitalization in educational settings should be addressed through a holistic approach.