Utilizing AI Tools in Learning Introductory Programming : An Analysis of Tampere University Students’ Strategies and Outcomes

Abstract

The rapid advancement and widespread integration of Artificial Intelligence (AI) technologies into various domains, including education, underscore a transformative era in pedagogical methodologies and learning outcomes. This study investigates the utilization and perceptions of AI tools in programming education from the students’ point of view. Utilizing a survey of 119 participants, the research explores how Tampere University students engage with AI tools, their motivations, recognized advantages, challenges faced, and tactics to overcome these hurdles. While AI tools are embraced for their potential to enhance learning and programming skills, concerns about dependency and the undermining of fundamental learning processes persist. A central component of the thesis is the analysis of survey results which shed light on the strategies developed by students to leverage AI for learning enhancement. These strategies include specificity in prompts to improve AI performance, breaking down original problems into manageable sub-problems, iterative interaction for refining queries, and collaboration and verification to enrich learning experiences. Students also acknowledge limitations such as the AI's tendency to introduce advanced concepts prematurely and its occasional reliance on incorrect information, necessitating supplementary resources. The thesis advocates for ongoing research and framework development to optimize AI integration in programming education, aiming to complement traditional teaching methods. This contribution to the discourse on AI in education lays the groundwork for future scholarly and practical efforts to improve programming learning outcomes.