Research Summary: Problem solving and responsible GenAI use in assessment: students’ reported experiences in open and distance learning

A qualitative study investigating Higher Certificate students' experiences with Generative AI (GenAI) in mathematics assessment at a South African open and distance learning institution found that GenAI is utilized for explanations, idea generation, and improving written responses. The study focused on fraction-related portfolio activities and collected data via a single open-ended questionnaire item from 27 students. This highlights the practical application of GenAI by students in academic settings, though specific findings are not detailed in the provided summary.

Why it matters

The increasing use of Generative AI by students in academic activities, particularly in open and distance learning, signals a shift in learning methodologies and resource utilization. Understanding its role, benefits, and limitations is crucial for institutions to adapt educational strategies, ensure academic integrity, and prepare future workforces for an AI-integrated environment.

Key insights

• Students in open and distance learning settings increasingly use Generative AI (GenAI) for academic purposes, including obtaining explanations, generating ideas, improving written responses, and preparing assessment tasks.
• The study specifically examined how Higher Certificate students applied GenAI in mathematics assessment related to fractions.
• Data was collected from 27 students via a single open-ended questionnaire item after assessment submission.
• The research identified student-reported benefits and limitations of GenAI use, although specific details are not provided in this summary.
• Limited existing evidence specifically addresses GenAI experiences in mathematics assessment for students in open-distance alternative-access programmes.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1889499