From generative AI to a social Q&A community: Exploring students’ return to mathematics stack exchange from ChatGPT
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In this study, we explore the underlying reasons why learners return to a social question-and-answer (Q&A) platform for further assistance after interacting with generative artificial intelligence (genAI). GenAI tools such as ChatGPT are rapidly becoming influential resources in mathematics education, reshaping how students seek academic assistance. Despite their widespread adoption, many learners still seek additional support from peer-supported social Q&A platforms following their interactions with genAI. Through thematic analysis of 112 Mathematics Stack Exchange posts explicitly referencing ChatGPT, we identified four primary reasons prompting learners’ continued inquiries: (1) Usability and Relevance, (2) Discrepancy and Consistency, (3) Accuracy and Validity, and (4) User Perception and Behavior. These findings suggest learners often view ChatGPT as a supplementary resource rather than a standalone solution, indicating a critical and cautious approach toward AI-generated content. The study provides pedagogical implications by highlighting activities that encourage students to identify discrepancies, critically evaluate AI generated responses, and construct effective interaction strategies with genAI tools. Additionally, these insights support the design of instructional strategies that foster responsible and reflective engagement with genAI tools, emphasizing the continued importance of human interactions in mathematical leaning. This research establishes a foundation for future exploration into effectively integrating genAI within educational contexts.
Abstract
In this study, we explore the underlying reasons why learners return to a social question-and-answer (Q&A) platform for further assistance after interacting with generative artificial intelligence (genAI). GenAI tools such as ChatGPT are rapidly becoming influential resources in mathematics education, reshaping how students seek academic assistance. Despite their widespread adoption, many learners still seek additional support from peer-supported social Q&A platforms following their interactions with genAI. Through thematic analysis of 112 Mathematics Stack Exchange posts explicitly referencing ChatGPT, we identified four primary reasons prompting learners’ continued inquiries: (1) Usability and Relevance, (2) Discrepancy and Consistency, (3) Accuracy and Validity, and (4) User Perception and Behavior. These findings suggest learners often view ChatGPT as a supplementary resource rather than a standalone solution, indicating a critical and cautious approach toward AI-generated content. The study provides pedagogical implications by highlighting activities that encourage students to identify discrepancies, critically evaluate AI generated responses, and construct effective interaction strategies with genAI tools. Additionally, these insights support the design of instructional strategies that foster responsible and reflective engagement with genAI tools, emphasizing the continued importance of human interactions in mathematical leaning. This research establishes a foundation for future exploration into effectively integrating genAI within educational contexts.