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Programming Education with ChatGPT: Outcomes for Beginners and Intermediate Students

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Title: Programming Education with ChatGPT: Outcomes for Beginners and Intermediate Students
Language: English
Authors: Jihae Suh (ORCID 0000-0002-5586-9956), Kyuhan Lee (ORCID 0000-0002-1029-161X), Jaehwan Lee (ORCID 0000-0003-1949-4939)
Source: Education and Information Technologies. 2025 30(14):19511-19536.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Programming, Computer Science Education, Artificial Intelligence, Technology Uses in Education, Programming Languages, College Students, Novices, Expertise, Advanced Students, Academic Achievement, Educational Benefits
DOI: 10.1007/s10639-025-13542-4
ISSN: 1360-2357
1573-7608
Abstract: Artificial Intelligence (AI) has rapidly emerged as a powerful tool with the potential to enhance learning environments. However, effective use of new technologies in education requires a good understanding of the technology and good design for its use. Generative AI such as ChatGPT requires particularly well-designed instructions due to its ease of use in asking and answering questions using natural language. This study investigates the effectiveness of ChatGPT in assisting the learning process of university students enrolled in Python programming courses. The primary question addressed is how differently the use of ChatGPT affects two groups at different levels of programming proficiency--beginners and intermediate. The study compares the impact of ChatGPT on academic performance between these two groups. The results show that for beginners, ChatGPT did not significantly contribute to improved learning outcomes. In addition, a survey was conducted to explore students' perceptions of the benefits and challenges of using ChatGPT, which revealed differences in responses between the two groups of learners. This research provides valuable insights into the potential applications of AI tools in educational settings, particularly in the context of programming education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483998
Database: ERIC
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Artificial Intelligence (AI) has rapidly emerged as a powerful tool with the potential to enhance learning environments. However, effective use of new technologies in education requires a good understanding of the technology and good design for its use. Generative AI such as ChatGPT requires particularly well-designed instructions due to its ease of use in asking and answering questions using natural language. This study investigates the effectiveness of ChatGPT in assisting the learning process of university students enrolled in Python programming courses. The primary question addressed is how differently the use of ChatGPT affects two groups at different levels of programming proficiency--beginners and intermediate. The study compares the impact of ChatGPT on academic performance between these two groups. The results show that for beginners, ChatGPT did not significantly contribute to improved learning outcomes. In addition, a survey was conducted to explore students' perceptions of the benefits and challenges of using ChatGPT, which revealed differences in responses between the two groups of learners. This research provides valuable insights into the potential applications of AI tools in educational settings, particularly in the context of programming education.
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