Suchergebnisse - artificial intelligence in programming

The Impact of AI-Assisted Pair Programming on Student Motivation, Programming Anxiety, Collaborative Learning, and Programming Performance: A Comparative Study with Traditional Pair Programming and Individual Approaches

Autoren: Guangrui Fan Dandan Liu Rui Zhang et al.

Quelle: International Journal of STEM Education. 2025 12.

Peer Reviewed: Y

Page Count: 17

Descriptors: Artificial Intelligence, Computer Software, Technology Uses in Education, Programming, Student Motivation, Comparative Analysis, Programming Languages, Anxiety, Validity, Outcomes of Education, Educational Benefits, Computer Science Education, Teaching Methods, Interpersonal Relationship

A Design Thinking-Driven Conceptual Framework for a Creative AI Learning Environment to Enhance Programming Skills (CAILE)

Autoren: Tarattakan Pachumwon Thada Jantakoon Rukthin Laoha

Quelle: Higher Education Studies. 2025 15(4):312-332.

Peer Reviewed: Y

Page Count: 21

Descriptors: Creativity, Artificial Intelligence, Technology Uses in Education, Programming, Skill Development, Design, Thinking Skills, Computation, Learning Processes, Critical Thinking, 21st Century Skills, Empathy, Problem Solving

The Project-Based Learning Model via Generative Artificial Intelligence to Promote Programming Skills for Vocational Students

Autoren: Sukan Saeliang Pinanta Chatwattana

Quelle: International Education Studies. 2025 18(3):1-9.

Peer Reviewed: Y

Page Count: 9

Descriptors: Active Learning, Student Projects, Artificial Intelligence, Man Machine Systems, Natural Language Processing, Programming, Career and Technical Education, Models, Foreign Countries

Geografische Kategorien: Thailand

A Comparison of Generative AI Solutions and Textbook Solutions in an Introductory Programming Course

Autoren: Ernst Bekkering Patrick Harrington

Quelle: Information Systems Education Journal. 2025 23(1):4-22.

Peer Reviewed: Y

Page Count: 19

Descriptors: Higher Education, Artificial Intelligence, Programming, Textbook Evaluation, Comparative Analysis, Technology Uses in Education, Technology Integration, Technological Advancement, Computer Science Education, Problem Solving

Functional programming for explainable AI

Autoren: Esteves, Gonçalo José Azevedo Oliveira, José Nuno Fonseca Universidade do Minho

Weitere Verfasser: Esteves, Gonçalo José Azevedo Oliveira, José Nuno Fonseca Universidade do Minho

Quelle: urn:tid:203537327

Schlagwörter: Artificial Intelligence, Neural networks, Compositionality, Functional programming, Haskell, Dissertação de mestrado, Programação funcional, Composicionalidade, Inteligência Artificial, Redes neuronais

Dateibeschreibung: application/pdf

Verfügbarkeit: https://hdl.handle.net/1822/89315

A Generative Artificial Intelligence (AI)-Based Human-Computer Collaborative Programming Learning Method to Improve Computational Thinking, Learning Attitudes, and Learning Achievement

Autoren: Gang Zhao Lijun Yang Biling Hu et al.

Quelle: Journal of Educational Computing Research. 2025 63(5):1059-1087.

Peer Reviewed: Y

Page Count: 29

Descriptors: Artificial Intelligence, Man Machine Systems, Programming, Learning Strategies, Computation, Thinking Skills, Skill Development, Student Attitudes, Academic Achievement, Cooperative Learning, Interaction, Prompting, Problem Solving, High School Students, Grade 10, Foreign Countries

Geografische Kategorien: China

Impact of AI-Agent-Supported Collaborative Learning on the Learning Outcomes of University Programming Courses

Autoren: Haoming Wang Chengliang Wang Zhan Chen et al.

Quelle: Education and Information Technologies. 2025 30(12):17717-17749.

Peer Reviewed: Y

Page Count: 33

Descriptors: Artificial Intelligence, Cooperative Learning, Programming, Computer Science Education, Technology Uses in Education, Academic Achievement, Self Efficacy, Difficulty Level, Cognitive Processes, Undergraduate Students, Foreign Countries, Student Attitudes, Outcomes of Education

Geografische Kategorien: China (Shanghai)

What Are the Differences between Student and ChatGPT-Generated Pseudocode? Detecting AI-Generated Pseudocode in High School Programming Using Explainable Machine Learning

Autoren: Zifeng Liu Wanli Xing Xinyue Jiao et al.

Quelle: Education and Information Technologies. 2025 30(11):14853-14892.

Peer Reviewed: Y

Page Count: 40

Sponsoring Agency: National Science Foundation (NSF)
Office of Elementary and Secondary Education (OESE) (ED), Education Innovation and Research (EIR)

Descriptors: High School Students, Coding, Artificial Intelligence, Electronic Learning, Identification, Plagiarism, Programming, Computer Science Education, Accuracy, Scores, Integrity

Teaching and Learning Computer Programming Using ChatGPT: A Rapid Review of Literature Amid the Rise of Generative AI Technologies

Autoren: Manuel B. Garcia (ORCID 0000-0003-2615-422X)

Quelle: Education and Information Technologies. 2025 30(12):16721-16745.

Peer Reviewed: Y

Page Count: 25

Descriptors: Computer Science Education, Teaching Methods, Programming, Computer Uses in Education, Artificial Intelligence, Educational Technology, Intelligent Tutoring Systems, Coding, Feedback (Response), Critical Thinking, Technological Advancement, Educational Benefits

Generative Artificial Intelligence Supported Programming Learning: Learning Effectiveness and Core Competence

Autoren: Hao-Jun Li Qin-Ru Huang Li-Peng Wen et al.

Quelle: SAGE Open. 2025 15(3).

Peer Reviewed: Y

Page Count: 20

Descriptors: Artificial Intelligence, Programming, Technology Uses in Education, Instructional Effectiveness, Academic Achievement, Student Motivation, Self Efficacy, Cognitive Style, Creativity, Foreign Countries, 21st Century Skills, Career and Technical Education, Secondary School Students

Geografische Kategorien: China

Investigating the impact of generative AI integration on the sustenance of higher-order thinking skills and understanding of programming logic

Autoren: Nathaniel, Jemimah Oyelere, Solomon Sunday Suhonen, Jarkko et al.

Quelle: Computers and Education: Artificial Intelligence. 9

Schlagwörter: Generative AI, Programming education, Higher-order thinking skills, Problem-solving, Critical thinking, Creativity, Programming logic, Pervasive Mobile Computing, Distribuerade datorsystem

Dateibeschreibung: electronic

Zugangs-URL: https://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-114509
https://doi.org/10.1016/j.caeai.2025.100460

Cheaters or AI-Enhanced Learners: Consequences of ChatGPT for Programming Education

Autoren: Humble, Niklas Boustedt, Jonas Holmgren, Hanna et al.

Quelle: Electronic Journal of e-Learning. 22(2):16-29

Schlagwörter: Artificial Intelligence in education, ChatGPT, Programming education, Computer Science Education, AI-enhanced learning

Dateibeschreibung: print

Zugangs-URL: https://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-56171
https://doi.org/10.34190/ejel.21.5.3154

A comparative study of student perceptions on generative AI in programming education across Sub-Saharan Africa

Autoren: Oyelere, Solomon Sunday Aruleba, Kehinde

Quelle: Computers and Education Open. 8

Schlagwörter: Generative AI, Programming education, Equity, Diversity, Inclusion, Sub-Saharan Africa, Pervasive Mobile Computing, Distribuerade datorsystem

Dateibeschreibung: electronic

Zugangs-URL: https://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-112023
https://doi.org/10.1016/j.caeo.2025.100245

Metacognitive strategy patterns in AI-assisted programming: Differences across programming resilience levels

Autoren: Seyma Caglar-Ozhan

Quelle: Innovations in Education and Teaching International. :1-19

Schlagwörter: Resilience, Ai, Programming, Metacognition

Zugangs-URL: https://hdl.handle.net/11772/21115

AI in the Classroom: Exploring Students' Interaction with ChatGPT in Programming Learning

Autoren: Hacer Güner Erkan Er

Quelle: Education and Information Technologies. 2025 30(9):12681-12707.

Peer Reviewed: Y

Page Count: 27

Descriptors: Artificial Intelligence, Technology Uses in Education, Programming, Training, Guides, Prompting, Student Characteristics, Intervention, College Students

GRAD-AI: An Automated Grading Tool for Code Assessment and Feedback in Programming Course

Autoren: Ishaya Gambo Faith-Jane Abegunde Omobola Gambo et al.

Quelle: Education and Information Technologies. 2025 30(7):9859-9899.

Peer Reviewed: Y

Page Count: 41

Descriptors: Automation, Grading, Artificial Intelligence, Computer Assisted Testing, Coding, Feedback (Response), Computer Science Education, Programming, Assignments, Accuracy

Impact of Generative AI Dialogic Feedback on Different Stages of Programming Problem Solving

Autoren: Xin Gong Zhixia Li Ailing Qiao

Quelle: Education and Information Technologies. 2025 30(7):9689-9709.

Peer Reviewed: Y

Page Count: 21

Descriptors: Artificial Intelligence, Technology Uses in Education, Dialogs (Language), Feedback (Response), Computer Mediated Communication, Programming, Problem Solving, Instructional Effectiveness, High School Students, Critical Thinking, Performance, Plagiarism, Scores, Learner Engagement, Student Satisfaction

From Programming to Prompting: Developing Computational Thinking through Large Language Model-Based Generative Artificial Intelligence

Autoren: Hsiao-Ping Hsu (ORCID 0000-0002-3943-2690)

Quelle: TechTrends: Linking Research and Practice to Improve Learning. 2025 69(3):485-506.

Peer Reviewed: Y

Page Count: 22

Descriptors: Programming, Prompting, Computation, Thinking Skills, Artificial Intelligence, Problem Solving, Natural Language Processing, Teacher Workshops, Engineering

Cheaters or AI-Enhanced Learners: Consequences of ChatGPT for Programming Education

Autoren: Niklas Humble Jonas Boustedt Hanna Holmgren et al.

Quelle: Electronic Journal of e-Learning. 2024 22(2):16-29.

Peer Reviewed: Y

Page Count: 14

Descriptors: Cheating, Artificial Intelligence, Technology Uses in Education, Computer Science Education, Programming, Computer Assisted Instruction, Synchronous Communication, Higher Education, Predictor Variables, Computer Software

AI Literacy for Multilingual Learners: Storytelling, Role-Playing, and Programming

Autoren: Santiago Ojeda-Ramirez Daniel Ritchie Mark Warschauer

Quelle: CATESOL Journal. 2024 35(1).

Peer Reviewed: Y

Page Count: 12

Sponsoring Agency: National Science Foundation (NSF)

Descriptors: Middle School Students, Summer Programs, Camps, Artificial Intelligence, Multilingualism, Bilingual Education Programs, Story Telling, Role Playing, Programming, Second Language Learning, Digital Literacy, Literacy Education, Multiple Literacies

Geografische Kategorien: California