TY - GEN
T1 - Enhancing Programming Education with ChatGPT
T2 - 25th International Conference on Artificial Intelligence in Education, AIED 2024
AU - Ma, Boxuan
AU - Chen, Li
AU - Konomi, Shin’ichi
N1 - Publisher Copyright:
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
PY - 2024
Y1 - 2024
N2 - The integration of ChatGPT as a supportive tool in education, notably in programming courses, addresses the unique challenges of programming education by providing assistance with debugging, code generation, and explanations. Despite existing research validating ChatGPT’s effectiveness, its application in university-level programming education and a detailed understanding of student interactions and perspectives remain limited. This paper explores ChatGPT’s impact on learning in a Python programming course tailored for first-year students over eight weeks. By analyzing responses from surveys, open-ended questions, and student-ChatGPT dialog data, we aim to provide a comprehensive view of ChatGPT’s utility and identify both its advantages and limitations as perceived by students. Our study uncovers a generally positive reception toward ChatGPT and offers insights into its role in enhancing the programming education experience. These findings contribute to the broader discourse on AI’s potential in education, suggesting paths for future research and application.
AB - The integration of ChatGPT as a supportive tool in education, notably in programming courses, addresses the unique challenges of programming education by providing assistance with debugging, code generation, and explanations. Despite existing research validating ChatGPT’s effectiveness, its application in university-level programming education and a detailed understanding of student interactions and perspectives remain limited. This paper explores ChatGPT’s impact on learning in a Python programming course tailored for first-year students over eight weeks. By analyzing responses from surveys, open-ended questions, and student-ChatGPT dialog data, we aim to provide a comprehensive view of ChatGPT’s utility and identify both its advantages and limitations as perceived by students. Our study uncovers a generally positive reception toward ChatGPT and offers insights into its role in enhancing the programming education experience. These findings contribute to the broader discourse on AI’s potential in education, suggesting paths for future research and application.
KW - ChatGPT
KW - Generative AI
KW - Python programming
UR - http://www.scopus.com/inward/record.url?scp=85200274814&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85200274814&partnerID=8YFLogxK
U2 - 10.1007/978-3-031-64315-6_9
DO - 10.1007/978-3-031-64315-6_9
M3 - Conference contribution
AN - SCOPUS:85200274814
SN - 9783031643149
T3 - Communications in Computer and Information Science
SP - 113
EP - 126
BT - Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky - 25th International Conference, AIED 2024, Proceedings
A2 - Olney, Andrew M.
A2 - Chounta, Irene-Angelica
A2 - Liu, Zitao
A2 - Santos, Olga C.
A2 - Bittencourt, Ig Ibert
PB - Springer Science and Business Media Deutschland GmbH
Y2 - 8 July 2024 through 12 July 2024
ER -