The effect of generative artificial intelligence (AI)-based tool use on students’ computational thinking skills, programming self-efficacy and motivation
Research Question
Is there a significant difference in the Computational thinking scale (creativity, algorithmic thinking, cooperativity, critical thinking, problem-solving) scores between students who use ChatGPT and those who don't?
Is there a significant difference in the Programming self-efficacy scale (simple programming tasks, complex programming tasks) scores between students who use ChatGPT and those who don't?
Is there a significant difference in the Motivation scale (individual attitude and expectation, challenging goals, clear direction, reward and recognition, punishment, social pressure and competition) scores between students who use ChatGPT and those who don't?
Methodology
Experimental design with the pretest-posttest control group.
Delivery Mode
Process
Data Analysis
Flipped classroom and a hands-on coding approach
Tasks were expressed in UML diagrams
Pre-test
Programming training
Post-Test
1 week
5 weeks
1 week
Computational thinking scale
Programming self-efficacy scale
Motivation Scale
Future direction of CS pedagogy
Express assignments visually
Project-based learning and collaborative learning
Develop thinking skills and imagination early
Future Work
Longer study period
Increase participants in the experiment
Use different case scenarios, increase programming tasks diversity
Investigate ChatGPT in collaborative or group-based learning activities. Evaluate its impact on individual learning and group collaboration process.
Compare effectiveness of using ChatGPT individeually and in collaborative groups.