The Moderating Effect of Gender on the Relationship Between Artificial Intelligence Usage, Behavioral Intentions, and Academic Engagement in Mathematics Education

In the age of technology, where the educational sphere and strategic advancements drive development, it is essential to understand the complex nature of gender and implement innovative tools to foster an inclusive learning environment and empower every learner. This study examines the moderating effect of gender on the relationships among Artificial Intelligence (AI) use, behavioral intentions, and academic engagement in mathematics education. Using a cross-sectional design, the study sampled 328 mathematics undergraduates from public universities in southwestern Nigeria. A structured online questionnaire hosted on Google Forms was used to collect data. The data collected were analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicated that AI actual usage has a significant positive impact on behavioral academic engagement (BAE), and AI behavioral intention positively influences AI actual usage. Additionally, AI behavioral intention does not significantly influence BAE. Furthermore, AI social norms exerted large positive effects on actual AI use and behavioral intentions. In addition, gender moderates the relationship between AI behavioral intention and BAE, AI behavioral intention and AI actual usage, and AI actual usage and BAE. Therefore, educators should create specialized interventions that are responsive to the motivational and demotivational factors affecting both male and female students.