New Perspectives in Science Education
Artificial Intelligence for Self-Study: Comparing AI Use in English and Mathematics among Undergraduate Tourism Students
Sónia Pais, CIDMA, Center for Research and Development in Mathematics and Applications, University of Aveiro, Aveiro; CiTUR – Centre for Tourism Research, Development and Innovation, University of Leiria and Oeste, Leiria (Portugal)
Ana Pires, University of Leiria and Oeste, Leiria, Portugal; CiTUR – Centre for Tourism Research, Development and Innovation, Leiria (Portugal)
Laura Chagas, University of Leiria and Oeste, Leiria; CiTUR – Centre for Tourism Research, Development and Innovation, Leiria; Laboratory of Distance Education and eLearning (Portugal)
Abstract
The rapid development of artificial intelligence (AI), particularly generative AI tools such as ChatGPT, is transforming the ways in which university students access information, practise skills and support their independent learning. Previous research has shown that students use AI-based tools for a wide range of academic purposes, including clarifying concepts, generating and improving texts, translating, solving problems and obtaining personalised explanations.. However, the ways in which students use AI may vary according to the disciplinary context and the nature of the learning tasks involved.
This study aims to investigate and compare undergraduate tourism students’ use of AI tools for self-study in two distinct subject areas: English and Mathematics. The research focuses on students enrolled at a Portuguese higher education institution and examines the frequency, purposes and types of AI-supported activities reported in each subject. A quantitative research design was adopted, using a structured questionnaire to collect data on students’ awareness and use of AI tools in their independent study practices. The data were analysed statistically to identify patterns of use and differences between the two subject areas.
By comparing language learning and mathematical learning, the study seeks to provide a more nuanced understanding of how students adapt AI tools to different academic context. The findings are expected to contribute to the discussion on AI literacy and pedagogical practice in higher education, highlighting the importance of supporting students in using AI critically, effectively and in ways that promote rather than replace learning.
Keywords: AI tools, higher education, students, English, Mathematics, tourism
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