Between Tool and Trouble: Student Attitudes Toward AI in Programming Education
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arXiv
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| Main Authors: | , , |
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| Format: | Preprint |
| Published: |
2025
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| _version_ | 1866911098154778624 |
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| author | Rojas-Galeano, Sergio Tejada, Julian Marmolejo-Ramos, Fernando |
| author_facet | Rojas-Galeano, Sergio Tejada, Julian Marmolejo-Ramos, Fernando |
| contents | This study examines how AI code assistants shape novice programmers experiences during a two-part exam in an introductory programming course. In the first part, students completed a programming task with access to AI support; in the second, they extended their solutions without AI. We collected Likert-scale and open-ended responses from 20 students to evaluate their perceptions and challenges. Findings suggest that AI tools were perceived as helpful for understanding code and increasing confidence, particularly during initial development. However, students reported difficulties transferring knowledge to unaided tasks, revealing possible overreliance and gaps in conceptual understanding. These insights highlight the need for pedagogical strategies that integrate AI meaningfully while reinforcing foundational programming skills. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2508_05999 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Between Tool and Trouble: Student Attitudes Toward AI in Programming Education Rojas-Galeano, Sergio Tejada, Julian Marmolejo-Ramos, Fernando Emerging Technologies This study examines how AI code assistants shape novice programmers experiences during a two-part exam in an introductory programming course. In the first part, students completed a programming task with access to AI support; in the second, they extended their solutions without AI. We collected Likert-scale and open-ended responses from 20 students to evaluate their perceptions and challenges. Findings suggest that AI tools were perceived as helpful for understanding code and increasing confidence, particularly during initial development. However, students reported difficulties transferring knowledge to unaided tasks, revealing possible overreliance and gaps in conceptual understanding. These insights highlight the need for pedagogical strategies that integrate AI meaningfully while reinforcing foundational programming skills. |
| title | Between Tool and Trouble: Student Attitudes Toward AI in Programming Education |
| topic | Emerging Technologies |
| url | https://arxiv.org/abs/2508.05999 |