Artificial Intelligence as a Catalyst: A Case Study on Adaptive Learning in Programming Education

Abstract: In the dynamic field of programming education, integrating artificial intelligence (AI) tools has started to play a significant role in enhancing learning experiences. This paper presents a case study conducted during a foundational programming course for first-year students in higher education, where students were encouraged to utilize generative artificial intelligence programming copilot extensions in their programming IDE and browser-based generative AI tools as supportive AI tools. The primary objective was to observe the impact of AI on the learning curve and the overall educational experience.Key findings suggest that the introduction of AI tools significantly altered the learning experience for students. Many who initially struggled with grasping elementary programming concepts found that AI support made understanding basic programming concepts much easier, enhancing their confidence and skills. This was particularly evident in the reduced levels of anxiety typically associated with early programming learning, as the AI copilot provided a non-judgmental, always-available source for clarifying doubts, including queries that students might hesitate to ask in a traditional classroom setting.Notably, some students leveraged the AI to generate similar exercise problems, reinforcing their understanding and skills. The AI's capability to address basic queries also freed up the instructor's time, allowing for more personalized student guidance in more advanced problems. This shift in the instructional dynamic further contributed to a learning environment where students felt more comfortable engaging with complex topics, thereby reducing the psychological barriers often linked with early-stage programming education.The course's structure, enriched by AI, enabled students to delve into more complex programming constructs earlier than traditional curricula would allow. For instance, students were tasked with simulating basic e-commerce operations, such as user registration, product browsing, and cart functionalities. These practical challenges naturally introduced advanced concepts like external data storage, unit testing, and user interface design, which are typically reserved for more advanced courses. With the help of generative AI programming copilot tools, students at any programming skill level were able to develop nearly functional complex structures. Interestingly, even when their projects were not fully functional, students remained motivated. Instead of feeling discouraged by these imperfect outcomes, they showed resilience and a keen interest in understanding and improving their code. This reaction is a significant shift from traditional learning settings, where unfinished or flawed projects often lead to increased anxiety or a drop in motivation.Furthermore, the AI's proactive suggestions inspired students to explore beyond the curriculum. Advanced learners delved into databases, cryptography libraries in Python, and even more advanced user interface design, ensuring that they remained engaged and challenged. This elementary course, enhanced by generative AI tools, also inspired students to learn other programming languages since they now learned that individual learning is more available with the aid of generative AI.In conclusion, the integration of AI in programming education offers a promising avenue for enhancing both the learning experience and outcomes. This case study underscores the potential of AI to revolutionize traditional teaching methodologies, fostering a more dynamic, responsive, and inclusive learning environment.This paper handles the results, possibilities and challenges of AI empowered education in programming. It also gives practical examples as well as future research perspectives.

Keywords: Artificial Intelligence, Education, Programming

DOI: 10.54941/ahfe1004957

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