Students' Feedback Requests and Interactions with the SCRIPT Chatbot: Do They Get What They Ask For?

Building on prior research on Generative AI (GenAI) and related tools for programming education, we developed SCRIPT, a chatbot based on ChatGPT-4o-mini, to support novice learners. SCRIPT allows for open-ended interactions and structured guidance through predefined prompts. We evaluated the tool via an experiment with 136 students from an introductory programming course at a large German university and analyzed how students interacted with SCRIPT while solving programming tasks with a focus on their feedback preferences. The results reveal that students' feedback requests seem to follow a specific sequence. Moreover, the chatbot responses aligned well with students' requested feedback types (in 75%), and it adhered to the system prompt constraints. These insights inform the design of GenAI-based learning support systems and highlight challenges in balancing guidance and flexibility in AI-assisted tools.

How Novice Programmers Use and Experience ChatGPT when Solving Programming Exercises in an Introductory Course

This research paper contributes to the computing education research community's understanding of Generative AI (GenAI) in the context of introductory programming, and specifically, how students utilize related tools, such as ChatGPT. An increased understanding of students' use is mandatory for educators and higher education institutions, as GenAI is here to stay, and its performance is likely to improve rapidly in the near future. Learning about students' use patterns is not only crucial to support their learning, but to develop adequate forms of instruction and assessment. With the rapid advancement of AI, its broad availability, and ubiquitous presence in educational environments, elaborating how AI can enhance learning experiences, especially in courses such as introductory programming is important. To date, most studies have focused on the educator's perspective on GenAI, its performance, characteristics, and limitations. However, the student perspective, and how they actually use GenAI tools in course contexts, has not been subject to a great number of studies. Therefore, this study is guided by the following research questions: (1) What do students report on their use pattern of ChatGPT in the context of introductory programming exercises? and (2) How do students perceive ChatGPT in the context of introductory programming exercises? To address these questions, computing students at a large German university were asked to solve programming tasks with the assistance of ChatGPT as part of their introductory programming course. Students (n=298) provided information regarding the use of ChatGPT, and their evaluation of the tool via an online survey. This research provides a comprehensive evaluation of ChatGPT-3.5's application by novice programmers in a higher education context...

Analyzing Chat Protocols of Novice Programmers Solving Introductory Programming Tasks with ChatGPT

Large Language Models (LLMs) have taken the world by storm, and students are assumed to use related tools at a great scale. In this research paper we aim to gain an understanding of how introductory programming students chat with LLMs and related tools, e.g., ChatGPT-3.5. To address this goal, computing students at a large German university were motivated to solve programming exercises with the assistance of ChatGPT as part of their weekly introductory course exercises. Then students (n=213) submitted their chat protocols (with 2335 prompts in sum) as data basis for this analysis. The data was analyzed w.r.t. the prompts, frequencies, the chats' progress, contents, and other use pattern, which revealed a great variety of interactions, both potentially supportive and concerning. Learning about students' interactions with ChatGPT will help inform and align teaching practices and instructions for future introductory programming courses in higher education.