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Exploring Gender-based Perspectives on AI Adoption in STEM Education: Risks, Familiarity, and Effectiveness
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Abstract
This study investigates gender-based perceptions of integrating Artificial Intelligence (AI) technologies in Science and Mathematics Education (SME) among undergraduate students. A total of 178 students (74 males and 104 females) participated in the study, responding to their familiarity with AI tools, perceived risks, and effectiveness of AI applications, specifically in cultural diversity, learning optimization, student motivation, and handling incorrect responses. Data were analyzed using descriptive statistics and Chi-Square tests to examine associations between gender and the various perception indicators. Results revealed no statistically significant gender differences in familiarity with AI, perceived cultural or motivational risks, or effectiveness in enhancing learning or motivation. However, a significant association was found between gender and perceptions of AI effectiveness in addressing incorrect responses, with females generally rating AI as more effective in this area. These findings suggest that while male and female students share largely similar views on most aspects of AI in SME, specific gender-based differences may influence how corrective feedback tools are received. The study highlights the importance of gender-sensitive approaches in designing and deploying AI-based educational technologies to ensure inclusive and effective learning environments.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 2903
Country
Nigeria
Region
Africa
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)