This is an early access version, the complete PDF, HTML, and XML versions will be available soon.
Open AccessArticle
The Good and Bad of AI Tools in Novice Programming Education
by
Rina Zviel-Girshin
Rina Zviel-Girshin
Dr. Rina Zviel Girshin is the Head of Programming Studies at the Faculty of Engineering and the Head [...]
Dr. Rina Zviel Girshin is the Head of Programming Studies at the Faculty of Engineering and the Head of the Knowledge Engineering and Robotics Lab at Ruppin Academic Center in Israel. She has 25 years of experience in teaching, research, and development in AI and Robotics. Her fields of interest include AI Applications, Decision Support Systems, Human–Computer Interaction, Smart Systems, Gamification, Educational Software, Crowdsourcing, Language Learning, and STEM and Computer Science education.
The Center for Research in Technological and Engineering Education, Faculty of Engineering, Ruppin Academic Center, Kfar Monash 4025000, Israel
Educ. Sci. 2024, 14(10), 1089; https://doi.org/10.3390/educsci14101089 (registering DOI)
Submission received: 26 August 2024
/
Revised: 29 September 2024
/
Accepted: 30 September 2024
/
Published: 6 October 2024
Abstract
Abstract: As AI coding tools become more prevalent in programming, it is essential to understand how they influence programming education. This study, conducted in a first-semester Introduction to Programming course, aimed to determine the positive and negative effects of these tools on students’ learning experiences and their ability to develop essential programming skills. Using a mixed-methods approach, we collected data from 73 teams of engineering students over a 12-week period. Students completed surveys and reported on their AI tool usage. We analyzed this data quantitatively to identify trends in tool familiarity, usage, and student satisfaction. Additionally, qualitative analysis of student reports provided insights into the specific ways AI tools were used and their perceived benefits and drawbacks. The findings revealed a significant increase in AI tool familiarity (from 28% to 100%) and usage among students. Students’ satisfaction with AI tools improved over time. The most prevalent tasks for which novice programmers used AI tools included creating comments (91.7%), identifying and correcting bugs (80.2%), and seeking information (68.5%), while other tasks were less common. While these tools offered benefits like assisting in learning and enhancing real-world relevance, they also raised concerns about cheating, over-reliance on AI tools, and a limited understanding of core programming concepts.
Share and Cite
MDPI and ACS Style
Zviel-Girshin, R.
The Good and Bad of AI Tools in Novice Programming Education. Educ. Sci. 2024, 14, 1089.
https://doi.org/10.3390/educsci14101089
AMA Style
Zviel-Girshin R.
The Good and Bad of AI Tools in Novice Programming Education. Education Sciences. 2024; 14(10):1089.
https://doi.org/10.3390/educsci14101089
Chicago/Turabian Style
Zviel-Girshin, Rina.
2024. "The Good and Bad of AI Tools in Novice Programming Education" Education Sciences 14, no. 10: 1089.
https://doi.org/10.3390/educsci14101089
Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details
here.
Article Metrics
Article metric data becomes available approximately 24 hours after publication online.