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New Kid in the Classroom: Exploring Student Perceptions of AI Coding Assistants

Created by
  • Haebom

Author

Sergio Rojas-Galeano

Outline

This exploratory study explored the impact of AI coding assistants on students' experiences in an introductory programming class. A two-part test was conducted to assess student perceptions by comparing AI-assisted programming tasks with those completed without AI assistance. Data were collected from 20 students using Likert scales and open-ended questionnaires. While the results confirmed that AI tools helped students improve their understanding of code concepts and confidence in the early stages of development, they also found that they struggled when working without AI assistance, suggesting a potential overreliance on AI tools and a lack of fundamental knowledge transfer.

Takeaways, Limitations

Takeaways: While AI coding assistants can be helpful for learning introductory programming, this suggests the need for a new educational approach to improving fundamental programming skills. It is crucial to develop teaching strategies that effectively integrate AI tools to enhance students' core programming skills. Teaching methods that avoid overreliance on AI tools and reinforce understanding of fundamental programming concepts are needed.
Limitations: This is a small study with only 20 students, limiting its generalizability. Because the study focused on a specific AI coding assistant tool and an introductory programming course, it is difficult to generalize to other tools or courses. Further research is needed, covering a wider range of programming tasks and a wider range of students.
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