The effectiveness of ChatGPT in assisting high school students in programming learning: evidence from a quasi-experimental research

Programming education gains importance in high schools as the digital age progresses. However, the openness and adaptability of programming languages present unique challenges for instructional practices compared to other subjects. While traditional instructional tools offer limited support, ChatGPT...

Celý popis

Uloženo v:

Podrobná bibliografie
Vydáno v:	Interactive learning environments Ročník 33; číslo 6; s. 3726 - 3743
Hlavní autoři:	Yang, Tzu-Chi, Hsu, Yi-Chuan, Wu, Jiun-Yu
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Routledge 03.07.2025
Témata:	artificial intelligence in education ChatGPT high school programming education
ISSN:	1049-4820, 1744-5191
On-line přístup:	Získat plný text
Tagy:	Přidat tag Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!

Abstract	Programming education gains importance in high schools as the digital age progresses. However, the openness and adaptability of programming languages present unique challenges for instructional practices compared to other subjects. While traditional instructional tools offer limited support, ChatGPT, a groundbreaking Generative Artificial Intelligence, has shown impressive capabilities in natural language processing and knowledge generation. This study explored whether ChatGPT can transcend existing limitations and improve programming education through a quasi-experimental approach with post-hoc interviews in high school classrooms. A total of 153 students participated, and the results from MANCOVA and ANCOVA analyses revealed that students using ChatGPT reported lower levels of flow experience, self-efficacy, and learning achievement compared to those utilizing conventional methods. Post-hoc interviews further revealed that students felt ChatGPT's effectiveness in facilitating their programming learning fell short of their initial expectations. These findings highlight the need to carefully consider the complexity of programming learning tasks and students' cognitive, affective, and interactive dimensions when integrating AI technologies into education. We discuss the implications and provide thorough pedagogical strategies, specifically the guidance-practice-transformation (G-P-T) mode, to maximize the potential of AI tools and support high school programming education, emphasizing the balance of technological innovation with learning best practices.
AbstractList	Programming education gains importance in high schools as the digital age progresses. However, the openness and adaptability of programming languages present unique challenges for instructional practices compared to other subjects. While traditional instructional tools offer limited support, ChatGPT, a groundbreaking Generative Artificial Intelligence, has shown impressive capabilities in natural language processing and knowledge generation. This study explored whether ChatGPT can transcend existing limitations and improve programming education through a quasi-experimental approach with post-hoc interviews in high school classrooms. A total of 153 students participated, and the results from MANCOVA and ANCOVA analyses revealed that students using ChatGPT reported lower levels of flow experience, self-efficacy, and learning achievement compared to those utilizing conventional methods. Post-hoc interviews further revealed that students felt ChatGPT's effectiveness in facilitating their programming learning fell short of their initial expectations. These findings highlight the need to carefully consider the complexity of programming learning tasks and students' cognitive, affective, and interactive dimensions when integrating AI technologies into education. We discuss the implications and provide thorough pedagogical strategies, specifically the guidance-practice-transformation (G-P-T) mode, to maximize the potential of AI tools and support high school programming education, emphasizing the balance of technological innovation with learning best practices.
Author	Wu, Jiun-Yu Hsu, Yi-Chuan Yang, Tzu-Chi
Author_xml	– sequence: 1 givenname: Tzu-Chi orcidid: 0000-0002-7721-5902 surname: Yang fullname: Yang, Tzu-Chi email: tcyang.academic@gmail.com organization: National Yang Ming Chiao Tung University – sequence: 2 givenname: Yi-Chuan surname: Hsu fullname: Hsu, Yi-Chuan organization: National Hsinchu Girls' Senior High School – sequence: 3 givenname: Jiun-Yu orcidid: 0000-0002-3160-9658 surname: Wu fullname: Wu, Jiun-Yu organization: Southern Methodist University
BookMark	eNqFkL1OwzAUhS0EEuXnEZD8Aim246Q1LKAKChISDGWObtzrxiixi-0CnXlxEhUWBpjuGb7vSPcckX3nHRJyxtmYsyk750wqORVsLJgoxkIWrCzUHhnxiZRZwRXf73PPZAN0SI5ifGGMy7yUI_K5aJCiMaiTfUOHMVJv6KyBNH9aUOsoxGhjsm5FG7tqaNSN9y2NabNEl-JArINfBei6gWkRguvDBcU32xMaqQm-o0BfNxBthh9rDLbrVWhpwNjjujkhBwbaiKff95g8394sZnfZw-P8fnb9kOm8mKRMcGC1QFVqrLVArYUwNegyZxKWmPNSTaY1k3VumC45B8VNqaYK0CjFWZnnx-Ry16uDjzGgqbRNkKx3KYBtK86qYc_qZ89q2LP63rO3i1_2uv8EwvZf72rnWWd86ODdh3ZZJdi2PpgATttY5X9XfAEWxZGb
CitedBy_id	crossref_primary_10_3389_feduc_2025_1647573 crossref_primary_10_1109_ACCESS_2025_3560021 crossref_primary_10_1057_s41599_025_04787_y crossref_primary_10_1080_07380569_2025_2544062
Cites_doi	10.1016/j.heliyon.2023.e15530 10.1007/s10639-021-10536-w 10.1177/0735633120906063 10.1016/j.compedu.2023.104977 10.1080/00940771.2019.1674768 10.1016/j.compedu.2020.104066 10.1080/10494820.2021.2006237 10.1016/j.frl.2023.103662 10.1109/TLT.2023.3239110 10.1007/s11251-017-9421-5 10.1109/ACCESS.2024.3445432 10.1016/j.tele.2017.03.005 10.1007/s10639-021-10882-9 10.1111/jcal.12281 10.1016/j.compedu.2023.104754 10.1016/j.compedu.2022.104457 10.1016/j.compedu.2022.104598 10.3390/math10132223 10.1109/TE.2018.2864133 10.1016/j.resuscitation.2023.109729 10.1007/s10639-024-12738-4 10.1002/asi.24750 10.1186/s41239-017-0080-z 10.3390/app11041830 10.1017/S1351324920000601 10.1016/j.entcom.2020.100387 10.1016/j.chb.2017.12.005 10.1007/s10798-020-09614-w 10.1080/10645578.2018.1503875 10.1007/978-3-031-21970-2_17 10.1002/cae.22255 10.1016/j.compedu.2020.104083 10.1186/s41039-020-00130-y 10.1002/cae.22321 10.1080/17470218.2016.1225108 10.1037/a0017552 10.1080/08989621.2023.2184262 10.1080/15265161.2023.2180110 10.1007/s10639-020-10379-x 10.1007/s10639-022-11506-6 10.1016/j.chb.2006.03.005 10.1016/S0747-5632(04)00036-6 10.1016/j.nepr.2022.103537 10.1177/07356331211039961 10.1177/0098628312437699 10.1007/s10639-021-10627-8 10.1007/s40593-015-0070-z 10.1007/978-3-031-21970-2_16 10.1080/14703297.2022.2080097 10.1002/cae.21974 10.1111/bjet.12953 10.1002/cae.22637 10.3390/su16031245 10.1111/bjet.13157 10.1111/bjet.13079 10.1038/d41586-023-00056-7 10.1016/j.chbah.2023.100005 10.1016/j.chb.2019.106185 10.1109/ACCESS.2021.3126896 10.1186/s41239-024-00446-5 10.1007/978-3-319-52691-1_17 10.1109/ACCESS.2021.3119145 10.1016/j.compedu.2013.09.004 10.1007/s10803-019-04033-w 10.1007/978-3-319-98590-9_6 10.1016/j.compedu.2019.103798 10.7189/jogh.13.01003 10.1016/j.caeai.2021.100033 10.1109/TLT.2019.2901457 10.1007/s10639-022-11277-0 10.1016/j.lindif.2012.11.002 10.1177/07356331221121052 10.1109/TLT.2024.3392896 10.1016/j.learninstruc.2023.101871 10.1016/j.compedu.2009.02.016 10.1109/ACCESS.2020.3024795 10.1111/bjet.12453 10.1080/02601370.2024.2310448 10.1016/j.jpdc.2018.02.021 10.1007/s10956-023-10039-y 10.1007/s10956-017-9694-0 10.1080/08839514.2018.1464286 10.1016/j.cl.2018.01.004 10.1111/jan.13031 10.1007/s10639-023-11671-2 10.1057/s41599-024-02751-w 10.1016/j.chb.2018.11.038 10.1007/s10758-018-9358-z 10.1007/s12528-018-9197-x 10.1016/j.chb.2019.01.036 10.1016/j.compedu.2022.104430 10.1016/j.compedu.2022.104664 10.1111/bjet.13334 10.1016/j.compedu.2023.104849 10.1021/acs.jchemed.6b00973 10.1080/10494820.2018.1558257 10.1016/j.compedu.2018.09.021 10.1016/j.chb.2014.09.012
ContentType	Journal Article
Copyright	2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2025
Copyright_xml	– notice: 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2025
DBID	0YH AAYXX CITATION
DOI	10.1080/10494820.2025.2450659
DatabaseName	Taylor & Francis Open Access CrossRef
DatabaseTitle	CrossRef
DatabaseTitleList
Database_xml	– sequence: 1 dbid: 0YH name: Taylor & Francis Open Access url: https://www.tandfonline.com sourceTypes: Publisher
DeliveryMethod	fulltext_linktorsrc
Discipline	Education
EISSN	1744-5191
EndPage	3743
ExternalDocumentID	10_1080_10494820_2025_2450659 2450659
Genre	Research Article
GrantInformation_xml	– fundername: National Science and Technology Council grantid: 111-2410-H-A49-066-MY3
GroupedDBID	.7I .DC .QK 0BK 0R~ 0YH 29J 4.4 5VS AAGDL AAGZJ AAHIA AAMFJ AAMIU AAPUL AATTQ AAZJI AAZMC ABCCY ABFIM ABIVO ABJNI ABLIJ ABPEM ABTAI ABXUL ABXYU ABZLS ACGFS ACHQT ACTIO ACTOA ADAHI ADCVX ADKVQ ADLRE ADXPE AECIN AEFOU AEISY AEKEX AEMXT AEOZL AEPSL AEYOC AEZRU AFRVT AGDLA AGMYJ AGRBW AHDZW AIJEM AIYEW AJWEG AKBVH ALMA_UNASSIGNED_HOLDINGS ALQZU AQTUD AVBZW AWYRJ BEJHT BLEHA BMOTO BOHLJ CCCUG CQ1 CS3 DGFLZ DKSSO DU5 EBS E~B E~C G-F GTTXZ H13 HF~ HZ~ IPNFZ J.O KYCEM LJTGL M4Z NA5 NX. O9- P2P PQQKQ RIG RNANH ROSJB RSYQP S-F STATR TASJS TBQAZ TDBHL TED TFH TFL TFW TNTFI TRJHH TUROJ UT5 UT9 VAE ~01 ~S~ AAYXX CITATION
ID	FETCH-LOGICAL-c357t-21a0b2e96cebc2ecc22fbac6304ade316978b04b3f0c611a91f6989aef9910633
IEDL.DBID	0YH
ISICitedReferencesCount	8
ISICitedReferencesURI	http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=001397239700001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
ISSN	1049-4820
IngestDate	Tue Nov 18 22:14:42 EST 2025 Sat Nov 29 07:37:15 EST 2025 Mon Oct 20 23:46:34 EDT 2025
IsDoiOpenAccess	true
IsOpenAccess	true
IsPeerReviewed	true
IsScholarly	true
Issue	6
Language	English
License	open-access: http://creativecommons.org/licenses/by/4.0/: This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
LinkModel	DirectLink
MergedId	FETCHMERGED-LOGICAL-c357t-21a0b2e96cebc2ecc22fbac6304ade316978b04b3f0c611a91f6989aef9910633
ORCID	0000-0002-7721-5902 0000-0002-3160-9658
OpenAccessLink	https://www.tandfonline.com/doi/abs/10.1080/10494820.2025.2450659
PageCount	18
ParticipantIDs	informaworld_taylorfrancis_310_1080_10494820_2025_2450659 crossref_citationtrail_10_1080_10494820_2025_2450659 crossref_primary_10_1080_10494820_2025_2450659
PublicationCentury	2000
PublicationDate	2025-07-03
PublicationDateYYYYMMDD	2025-07-03
PublicationDate_xml	– month: 07 year: 2025 text: 2025-07-03 day: 03
PublicationDecade	2020
PublicationTitle	Interactive learning environments
PublicationYear	2025
Publisher	Routledge
Publisher_xml	– name: Routledge
References	e_1_3_2_28_1 e_1_3_2_20_1 e_1_3_2_66_1 e_1_3_2_43_1 e_1_3_2_85_1 e_1_3_2_24_1 e_1_3_2_47_1 e_1_3_2_89_1 Hu C. F. (e_1_3_2_35_1) 2022; 25 e_1_3_2_62_1 e_1_3_2_104_1 e_1_3_2_81_1 e_1_3_2_16_1 e_1_3_2_39_1 e_1_3_2_7_1 e_1_3_2_31_1 e_1_3_2_54_1 e_1_3_2_77_1 e_1_3_2_12_1 e_1_3_2_58_1 e_1_3_2_96_1 e_1_3_2_3_1 e_1_3_2_92_1 e_1_3_2_50_1 e_1_3_2_73_1 e_1_3_2_29_1 e_1_3_2_21_1 e_1_3_2_44_1 e_1_3_2_63_1 e_1_3_2_86_1 e_1_3_2_25_1 e_1_3_2_48_1 e_1_3_2_67_1 e_1_3_2_40_1 e_1_3_2_82_1 e_1_3_2_103_1 e_1_3_2_17_1 e_1_3_2_2_1 e_1_3_2_55_1 e_1_3_2_32_1 e_1_3_2_74_1 e_1_3_2_6_1 e_1_3_2_13_1 e_1_3_2_59_1 e_1_3_2_97_1 e_1_3_2_36_1 e_1_3_2_78_1 e_1_3_2_93_1 Wu J.-Y. (e_1_3_2_98_1) 2021; 24 e_1_3_2_51_1 e_1_3_2_70_1 e_1_3_2_49_1 e_1_3_2_41_1 e_1_3_2_87_1 Yang T. C. (e_1_3_2_100_1) 2015; 18 e_1_3_2_22_1 e_1_3_2_64_1 e_1_3_2_45_1 e_1_3_2_68_1 e_1_3_2_83_1 e_1_3_2_60_1 e_1_3_2_102_1 e_1_3_2_9_1 e_1_3_2_18_1 e_1_3_2_10_1 e_1_3_2_33_1 e_1_3_2_52_1 e_1_3_2_75_1 e_1_3_2_5_1 e_1_3_2_14_1 e_1_3_2_37_1 e_1_3_2_56_1 Ferreira D. J. (e_1_3_2_26_1) 2017; 20 e_1_3_2_94_1 e_1_3_2_71_1 e_1_3_2_90_1 e_1_3_2_27_1 e_1_3_2_42_1 e_1_3_2_65_1 e_1_3_2_88_1 e_1_3_2_23_1 e_1_3_2_46_1 e_1_3_2_69_1 e_1_3_2_80_1 e_1_3_2_101_1 Bandura A. (e_1_3_2_4_1) 1997 e_1_3_2_61_1 e_1_3_2_84_1 e_1_3_2_105_1 e_1_3_2_38_1 e_1_3_2_8_1 e_1_3_2_19_1 e_1_3_2_30_1 e_1_3_2_76_1 e_1_3_2_11_1 e_1_3_2_53_1 e_1_3_2_34_1 e_1_3_2_15_1 e_1_3_2_57_1 Sheard J. (e_1_3_2_79_1) 2013 e_1_3_2_99_1 e_1_3_2_95_1 e_1_3_2_72_1 e_1_3_2_91_1
References_xml	– ident: e_1_3_2_68_1 doi: 10.1016/j.heliyon.2023.e15530 – ident: e_1_3_2_92_1 doi: 10.1007/s10639-021-10536-w – ident: e_1_3_2_28_1 doi: 10.1177/0735633120906063 – ident: e_1_3_2_55_1 doi: 10.1016/j.compedu.2023.104977 – ident: e_1_3_2_44_1 doi: 10.1080/00940771.2019.1674768 – ident: e_1_3_2_96_1 doi: 10.1016/j.compedu.2020.104066 – ident: e_1_3_2_13_1 doi: 10.1080/10494820.2021.2006237 – ident: e_1_3_2_22_1 doi: 10.1016/j.frl.2023.103662 – ident: e_1_3_2_74_1 doi: 10.1109/TLT.2023.3239110 – ident: e_1_3_2_72_1 doi: 10.1007/s11251-017-9421-5 – ident: e_1_3_2_32_1 doi: 10.1109/ACCESS.2024.3445432 – ident: e_1_3_2_9_1 doi: 10.1016/j.tele.2017.03.005 – ident: e_1_3_2_77_1 doi: 10.1007/s10639-021-10882-9 – ident: e_1_3_2_101_1 doi: 10.1111/jcal.12281 – ident: e_1_3_2_52_1 doi: 10.1016/j.compedu.2023.104754 – ident: e_1_3_2_82_1 doi: 10.1016/j.compedu.2022.104457 – ident: e_1_3_2_45_1 doi: 10.1016/j.compedu.2022.104598 – ident: e_1_3_2_69_1 doi: 10.3390/math10132223 – ident: e_1_3_2_62_1 doi: 10.1109/TE.2018.2864133 – ident: e_1_3_2_2_1 doi: 10.1016/j.resuscitation.2023.109729 – ident: e_1_3_2_50_1 doi: 10.1007/s10639-024-12738-4 – ident: e_1_3_2_56_1 doi: 10.1002/asi.24750 – ident: e_1_3_2_76_1 doi: 10.1186/s41239-017-0080-z – ident: e_1_3_2_15_1 doi: 10.3390/app11041830 – ident: e_1_3_2_18_1 doi: 10.1017/S1351324920000601 – ident: e_1_3_2_78_1 doi: 10.1016/j.entcom.2020.100387 – ident: e_1_3_2_29_1 doi: 10.1016/j.chb.2017.12.005 – ident: e_1_3_2_49_1 doi: 10.1007/s10798-020-09614-w – ident: e_1_3_2_31_1 doi: 10.1080/10645578.2018.1503875 – ident: e_1_3_2_65_1 doi: 10.1007/978-3-031-21970-2_17 – volume: 25 start-page: 1 issue: 2 year: 2022 ident: e_1_3_2_35_1 article-title: A programming disposition scale for high school students publication-title: Educational Technology & Society – ident: e_1_3_2_25_1 doi: 10.1002/cae.22255 – ident: e_1_3_2_85_1 doi: 10.1016/j.compedu.2020.104083 – ident: e_1_3_2_93_1 doi: 10.1186/s41039-020-00130-y – ident: e_1_3_2_103_1 doi: 10.1002/cae.22321 – ident: e_1_3_2_5_1 doi: 10.1080/17470218.2016.1225108 – ident: e_1_3_2_105_1 doi: 10.1037/a0017552 – ident: e_1_3_2_34_1 doi: 10.1080/08989621.2023.2184262 – ident: e_1_3_2_21_1 doi: 10.1080/15265161.2023.2180110 – start-page: 145 volume-title: Proceedings of Australasian computing education conference year: 2013 ident: e_1_3_2_79_1 – ident: e_1_3_2_33_1 doi: 10.1007/s10639-020-10379-x – ident: e_1_3_2_46_1 doi: 10.1007/s10639-022-11506-6 – ident: e_1_3_2_94_1 doi: 10.1016/j.chb.2006.03.005 – ident: e_1_3_2_70_1 doi: 10.1016/S0747-5632(04)00036-6 – ident: e_1_3_2_66_1 doi: 10.1016/j.nepr.2022.103537 – ident: e_1_3_2_97_1 doi: 10.1177/07356331211039961 – ident: e_1_3_2_6_1 doi: 10.1177/0098628312437699 – ident: e_1_3_2_86_1 doi: 10.1007/s10639-021-10627-8 – ident: e_1_3_2_75_1 doi: 10.1007/s40593-015-0070-z – ident: e_1_3_2_95_1 doi: 10.1007/978-3-031-21970-2_16 – ident: e_1_3_2_14_1 doi: 10.1080/14703297.2022.2080097 – volume: 18 start-page: 198 issue: 1 year: 2015 ident: e_1_3_2_100_1 article-title: A two-tier test-based approach to improving students’ computer-programming skills in a web-based learning environment publication-title: Journal of Educational Technology & Society – ident: e_1_3_2_91_1 doi: 10.1002/cae.21974 – ident: e_1_3_2_71_1 doi: 10.1111/bjet.12953 – ident: e_1_3_2_17_1 doi: 10.1002/cae.22637 – ident: e_1_3_2_20_1 doi: 10.3390/su16031245 – ident: e_1_3_2_48_1 doi: 10.1111/bjet.13157 – ident: e_1_3_2_27_1 doi: 10.1111/bjet.13079 – ident: e_1_3_2_24_1 doi: 10.1038/d41586-023-00056-7 – ident: e_1_3_2_102_1 doi: 10.1016/j.chbah.2023.100005 – ident: e_1_3_2_3_1 doi: 10.1016/j.chb.2019.106185 – ident: e_1_3_2_7_1 doi: 10.1109/ACCESS.2021.3126896 – ident: e_1_3_2_80_1 doi: 10.1186/s41239-024-00446-5 – ident: e_1_3_2_30_1 doi: 10.1007/978-3-319-52691-1_17 – ident: e_1_3_2_73_1 doi: 10.1109/ACCESS.2021.3119145 – ident: e_1_3_2_37_1 doi: 10.1016/j.compedu.2013.09.004 – ident: e_1_3_2_43_1 doi: 10.1007/s10803-019-04033-w – ident: e_1_3_2_61_1 doi: 10.1007/978-3-319-98590-9_6 – ident: e_1_3_2_84_1 doi: 10.1016/j.compedu.2019.103798 – ident: e_1_3_2_58_1 doi: 10.7189/jogh.13.01003 – ident: e_1_3_2_67_1 doi: 10.1016/j.caeai.2021.100033 – volume: 24 start-page: 267 issue: 1 year: 2021 ident: e_1_3_2_98_1 article-title: Analytics 2.0 for precision education: An integrative theoretical framework of the human and machine symbiotic learning publication-title: Educational Technology & Society – ident: e_1_3_2_10_1 doi: 10.1109/TLT.2019.2901457 – ident: e_1_3_2_39_1 doi: 10.1007/s10639-022-11277-0 – ident: e_1_3_2_12_1 doi: 10.1016/j.lindif.2012.11.002 – ident: e_1_3_2_47_1 doi: 10.1177/07356331221121052 – ident: e_1_3_2_53_1 doi: 10.1109/TLT.2024.3392896 – ident: e_1_3_2_90_1 doi: 10.1016/j.learninstruc.2023.101871 – ident: e_1_3_2_36_1 doi: 10.1016/j.compedu.2009.02.016 – ident: e_1_3_2_11_1 doi: 10.1109/ACCESS.2020.3024795 – ident: e_1_3_2_104_1 doi: 10.1111/bjet.12453 – volume: 20 start-page: 182 issue: 3 year: 2017 ident: e_1_3_2_26_1 article-title: Investigation of continuous assessment of correctness in introductory programming publication-title: Journal of Educational Technology & Society – ident: e_1_3_2_63_1 doi: 10.1080/02601370.2024.2310448 – ident: e_1_3_2_8_1 doi: 10.1016/j.jpdc.2018.02.021 – ident: e_1_3_2_16_1 doi: 10.1007/s10956-023-10039-y – ident: e_1_3_2_54_1 doi: 10.1007/s10956-017-9694-0 – ident: e_1_3_2_23_1 doi: 10.1080/08839514.2018.1464286 – ident: e_1_3_2_38_1 doi: 10.1016/j.cl.2018.01.004 – ident: e_1_3_2_41_1 doi: 10.1111/jan.13031 – ident: e_1_3_2_51_1 doi: 10.1007/s10639-023-11671-2 – ident: e_1_3_2_40_1 doi: 10.1057/s41599-024-02751-w – ident: e_1_3_2_88_1 doi: 10.1016/j.chb.2018.11.038 – ident: e_1_3_2_87_1 doi: 10.1007/s10758-018-9358-z – ident: e_1_3_2_42_1 doi: 10.1007/s12528-018-9197-x – ident: e_1_3_2_81_1 doi: 10.1016/j.chb.2019.01.036 – volume-title: Self-efficacy: The exercise of control year: 1997 ident: e_1_3_2_4_1 – ident: e_1_3_2_83_1 doi: 10.1016/j.compedu.2022.104430 – ident: e_1_3_2_59_1 doi: 10.1016/j.compedu.2022.104664 – ident: e_1_3_2_99_1 doi: 10.1111/bjet.13334 – ident: e_1_3_2_89_1 doi: 10.1016/j.compedu.2023.104849 – ident: e_1_3_2_60_1 doi: 10.1021/acs.jchemed.6b00973 – ident: e_1_3_2_64_1 doi: 10.1080/10494820.2018.1558257 – ident: e_1_3_2_19_1 doi: 10.1016/j.compedu.2018.09.021 – ident: e_1_3_2_57_1 doi: 10.1016/j.chb.2014.09.012
SSID	ssj0014364
Score	2.4140491
Snippet	Programming education gains importance in high schools as the digital age progresses. However, the openness and adaptability of programming languages present...
SourceID	crossref informaworld
SourceType	Enrichment Source Index Database Publisher
StartPage	3726
SubjectTerms	artificial intelligence in education ChatGPT high school programming education
Title	The effectiveness of ChatGPT in assisting high school students in programming learning: evidence from a quasi-experimental research
URI	https://www.tandfonline.com/doi/abs/10.1080/10494820.2025.2450659
Volume	33
WOSCitedRecordID	wos001397239700001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
hasFullText	1
inHoldings	1
isFullTextHit
isPrint
journalDatabaseRights	– providerCode: PRVAWR databaseName: Taylor & Francis Online Journals customDbUrl: eissn: 1744-5191 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0014364 issn: 1049-4820 databaseCode: TFW dateStart: 19900301 isFulltext: true titleUrlDefault: https://www.tandfonline.com providerName: Taylor & Francis
link	http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV07T8MwELagMLDwRpSXPLC6cmynbdhQRemAqg5FlCnyK20lSKFJ-QP8cXyJU7UDMMCSKJIvis4X-87-_H0IXSttDTOCEmGFJELJgADPDXGTTZtqqgTThWrJQ6vfb49G0cCjCTMPq4QaOimJIoqxGn5uqbIKEefuwGnCqKvuWNhgIoS9wU20xVxpAvUXfe4tNxIELxikwISATXWI57vXrE1Pa-SlK9NOd-8fPngf7fqcE9-WQXKANmx6CHLNHtpxhD5dsOAS2eEHPzxLcGci8_vBEE9T7DJsGAvSMQZ6Y5wV1J04K3kxM2jhcV6v0MYrUYxvsPWapRhOsWCJ3xcym5JVVQHs2YYmx-ixezfs9IhXZyCah62csEBSxWzU1FZp5iKBsURJ3eRUSGN50HR9rqhQPKG6GQQyChIQq5Q2cSmpS4z4Caqls9SeImyFboeKGc6ZFFZa5yopjOJM6ZYJjakjUXVKrD11OShovMSBZzitPByDh2Pv4TpqLM3eSu6O3wyi1R6P82LRJCkVTmL-o-3ZH2zP0Q48FihgfoFq-XxhL9G2_sin2fyqCGh3HXafvgAlfPQk
linkProvider	Taylor & Francis
linkToHtml	http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV07T8MwELagIMHCG1GeHlhdJbaTNmyoohRRKoYiukW247SVIIUm5Q_wx_ElTpUOwABThvii6O7sO9t334fQpVQ6ohF3CNdcEC6FSwDnhphg03KUIzlVOWtJr9nvt4bDoNoLA2WVsIeOC6CIfK2GyQ2H0WVJnHkCqAl1zPaOeg3KPbgcXEVrnom1gJ8_6DwvbhI4yyGkQISATNnF891nluLTEnppJe50tv_jj3fQls068XXhJrtoRSd7QNhsizv20adxF1zUdtjlD09j3B6L7PZxgCcJNjk2rAbJCAPAMU5z8E6cFsiYKYywlV6vMMZyUYyusLaspRj6WLDA73ORTkiVVwBbvKHxAXrq3AzaXWL5GYhiXjMj1BWOpDrwlZaKGl-gNJZC-czhItLM9Y3VpcMlix3lu64I3BjoKoWOTVJqUiN2iGrJNNFHCGuuWp6kEWNUcC20UZXgkWRUqmbkRVEd8dIqobLg5cCh8RK6FuO01HAIGg6thuuosRB7K9A7fhMIqiYPs_zYJC44TkL2o-zxH2Qv0EZ38NALe3f9-xO0Ca_ymmB2imrZbK7P0Lr6yCbp7Dz37i9cz_c8
linkToPdf	http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV07T8MwELagIMTCG1GeHlhdJbaTNmyoUEBUVYciukV-pa0EaWlS_gB_HF_ionYABpgyxBdFd5fzOf78fQhdSmU01dwj3HBBuBQ-AZ4bYiebhqc8yakqVEva9U6n0e9HXYcmzBysEtbQSUkUUdRq-LgnOpkj4uwVOE2oZ1d3NKhRHsDe4Cpas61zCEneaz1_bSRwVjBIgQkBm_khnu8eszQ9LZGXLkw7re1_eOEdtOV6TnxdJskuWjHpHsg1O2jHPvqwyYJLZIcrfnic4OZQ5HfdHh6l2HbYUAvSAQZ6Y5wV1J04K3kxMxjhcF6vMMYpUQyusHGapRhOsWCB32YiG5FFVQHs2IaGB-ipddtr3hOnzkAUC-o5ob7wJDVRqIxU1GYCpYkUKmQeF9owP7Qxlx6XLPFU6Psi8hMQqxQmsS2pbYzYIaqk49QcIWy4agSSasao4EYY6yrBtWRUqroOtK4iPg9KrBx1OShovMS-YzidezgGD8fOw1VU-zKblNwdvxlEixGP8-KnSVIqnMTsR9vjP9heoI3uTStuP3QeT9Am3CkAwewUVfLpzJyhdfWej7LpeZHbn3e19e4
openUrl	ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=The+effectiveness+of+ChatGPT+in+assisting+high+school+students+in+programming+learning%3A+evidence+from+a+quasi-experimental+research&rft.jtitle=Interactive+learning+environments&rft.au=Yang%2C+Tzu-Chi&rft.au=Hsu%2C+Yi-Chuan&rft.au=Wu%2C+Jiun-Yu&rft.date=2025-07-03&rft.issn=1049-4820&rft.eissn=1744-5191&rft.volume=33&rft.issue=6&rft.spage=3726&rft.epage=3743&rft_id=info:doi/10.1080%2F10494820.2025.2450659&rft.externalDBID=n%2Fa&rft.externalDocID=10_1080_10494820_2025_2450659
thumbnail_l	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1049-4820&client=summon
thumbnail_m	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1049-4820&client=summon
thumbnail_s	http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1049-4820&client=summon