Department of Teaching, Learning, and Teacher Education
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Document Type
Article
Date of this Version
5-2025
Citation
In T. Bastiaens, Editor, Proceedings of EdMedia + Innovate Learning, pages 1,047-1,056
Barcelona, Spain: Association for the Advancement of Computing in Education (AACE)
Abstract
In this study, we explore student experiences in coding and learning programming with scaffolded and unscaffolded generative AI interfaces. Specifically, we supported higher education students in using ChatGPT, an open ended interface for interacting with generative AI; and Giuseppe, a specialized interface with an OpenAI backend service that offers personalized supports specifically for helping students overcome early-stage challenges in learning to code, and working on education technology prototyping projects. This study contributes to the field by offering design insights for scaffolding initial learning interactions between generative AI interfaces and novice programmers. Our findings suggest that those new to coding welcome additional scaffolds at the outset of learning to code. The need for this scaffolding tended to fade with our participants as they gained familiarity with programming terminology and constructs as well as with using generative AI for learning technical skills and content.
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Educational Technology Commons, Other Computer Sciences Commons, Teacher Education and Professional Development Commons
Comments
Copyright 2025, the authors. Used by permission