Harnessing Hype to Teach Empirical Thinking: An Experience With AI Coding Assistants
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arXiv
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| Hauptverfasser: | , , , |
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| Format: | Preprint |
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2026
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| _version_ | 1866915906188214272 |
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| author | Wyrich, Marvin Peitek, Norman Weis, Kallistos Apel, Sven |
| author_facet | Wyrich, Marvin Peitek, Norman Weis, Kallistos Apel, Sven |
| contents | Software engineering students often struggle to appreciate empirical methods and hypothesis-driven inquiry, especially when taught in theoretical terms. This experience report explores whether grounding empirical learning in hype-driven technologies can make these concepts more accessible and engaging. We conducted a one-semester seminar framed around the currently popular topic of AI coding assistants, which attracted unusually high student interest. The course combined hands-on sessions using AI coding assistants with small, student-designed empirical studies.
Classroom observations and survey responses suggest that the hype topic sparked curiosity and critical thinking. Students engaged with the AI coding assistants while questioning their limitations -- developing the kind of empirical thinking needed to assess claims about emerging technologies. Key lessons: (1) Hype-driven topics can lower barriers to abstract concepts like empirical research; (2) authentic hands-on development tasks combined with ownership of inquiry foster critical engagement; and (3) a single seminar can effectively teach both technical and research skills. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2604_01110 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Harnessing Hype to Teach Empirical Thinking: An Experience With AI Coding Assistants Wyrich, Marvin Peitek, Norman Weis, Kallistos Apel, Sven Software Engineering Software engineering students often struggle to appreciate empirical methods and hypothesis-driven inquiry, especially when taught in theoretical terms. This experience report explores whether grounding empirical learning in hype-driven technologies can make these concepts more accessible and engaging. We conducted a one-semester seminar framed around the currently popular topic of AI coding assistants, which attracted unusually high student interest. The course combined hands-on sessions using AI coding assistants with small, student-designed empirical studies. Classroom observations and survey responses suggest that the hype topic sparked curiosity and critical thinking. Students engaged with the AI coding assistants while questioning their limitations -- developing the kind of empirical thinking needed to assess claims about emerging technologies. Key lessons: (1) Hype-driven topics can lower barriers to abstract concepts like empirical research; (2) authentic hands-on development tasks combined with ownership of inquiry foster critical engagement; and (3) a single seminar can effectively teach both technical and research skills. |
| title | Harnessing Hype to Teach Empirical Thinking: An Experience With AI Coding Assistants |
| topic | Software Engineering |
| url | https://arxiv.org/abs/2604.01110 |