AI helping Federation students build confidence in maths

Federation University is using artificial intelligence to help students build confidence in maths and strengthen their skills through personalised, around-the-clock learning.

More than 2,000 students have used tailored AI learning tools as part of a university pilot, with 28 AI learning agents used across 24 units and courses.

The initiative was developed to provide more equitable maths and statistics support across Federation's campuses, particularly for students balancing study with work, family and other commitments.

Two of the agents, NINA (Numeracy in Nursing Agent) and EdNA (Education Numeracy Agent), were developed specifically for nursing and education students, helping those with different levels of maths experience and confidence build their skills.

NINA helps nursing students practise medication calculations, while EdNA supports education students preparing for the numeracy component of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE).

Federation University Lecturer Dr Luis Camacho said the aim was to give students another way to access help in a supportive, low-pressure environment.

"Students come to us from very different starting points. Some may have studied maths recently, while others haven't done maths for 10 years and need some help getting back into it," Dr Camacho said.

“Where a student starts shouldn't determine what they're capable of achieving. Our role is to help them develop those skills and confidence as they progress through their studies.

"One of the advantages we've seen with AI is that students can access support in their own time and their own space. They can ask questions without worrying about being judged and keep working through a problem until they understand it.”

Early findings suggest students are using the technology to learn rather than simply generate answers, applying what they learn from mistakes to correctly answer subsequent questions.

"A lot of the time generative AI is thought of as an answer-seeking tool, where students just want the answer and don't care about the process," Dr Camacho said.

“What we've found is that students are using AI in a much more productive way. They're working through problems, learning from their mistakes and applying that learning to the next question.”

Importantly, the AI tools complement rather than replace existing support, with students continuing to have access to face-to-face and online help from staff and tutors, alongside a range of other learning resources.

“The technology isn't the whole solution. It's another way we can support students and give them greater flexibility to get help, when and where they need it.”

The team is now exploring opportunities to expand the approach into other areas requiring mathematical skills, including physics and the sciences.

“The focus is on continuing to find new ways to help students build their skills and confidence, whatever their starting point,” Dr Camacho said.