Influence of artificial intelligence-based learning tools on pre-service teachers’ conceptual understanding of mathematical concepts

The integration of artificial intelligence (AI) into education quickly transforms education and training, especially in the fields of science and mathematics. This study investigated the impact of AI-based educational tools based on conceptual understanding of mathematics among first-year teachers at private education facilities in Rwanda. Using a quasi-experimental mixed-methods design, 14 participants were intentionally assigned to the experimental group (n = 7). This used AI-based tools and traditionally directed control groups (n = 7). The purpose of this study is to compare conceptual understandings between groups. Results show that the experimental group showed significantly higher learning results (mean amplification = 33.5%) compared to the control group (mean amplification = 18.5%), indicating that 71.4% of AI users reached excellence (post-test > 80%) compared to 28.6% of traditional group. Statistical analysis confirmed a significant difference in the index after testing (t = 3.24, p = 0.007). Furthermore, a strong positive correlation was found between the frequency of AI usage and conceptual increase (r = 0.85, p = 0.017), indicating the importance of sustainable interactions. The results of the research based on the technology adoption model showed that participants had a positive attitude towards AI tools and identified improvements in their usefulness, ease of use, and interaction. A significant correlation between perceived ease of use and utility (r = 0.78, p = 0.023) highlighted the important factors affecting adoption. This study concludes that AI-based tools significantly improve conceptual understanding of mathematics that is significantly integrated into educational education. These results provide valuable information to teachers who use AI to support future teacher skills and seek to support training in training.