Studerendes anvendelse af generativ kunstig intelligens i programmeringsundervisning
DOI:
https://doi.org/10.7146/lom.v18i31.148811Nøgleord:
Programmering, AI, IT og Læring, Videregående uddanneelser, computational thinking, Generativ AI, GenAI, generativ kunstig intelligensResumé
Flere studerende søger ind på videregående uddannelser inden for it- og STEM-området og skal introduceres til programmering. Mange studerende oplever læringskurven i introducerende programmeringskurser som meget stejl og er særligt udfordrede i forståelsen af, hvordan de forskellige programmeringsbegreber skal anvendes i praksis. Undervisningen er ofte meget øvelsesbaseret, og underviseren er ofte udfordret med at hjælpe alle studerende på holdet. Her har chatbots baseret på generativ kunstig intelligens (GenAI) vist sig som en mulig støtte. I dette studie undersøges de programmeringsaktiviteter, som studerende anvender GenAI til, og teknologiens potentielle indvirkning på de studerendes læringsudbytte. Undersøgelsens empiri er baseret på observationer fra et kursus i programmering og en spørgeskemaundersøgelse, hvor (N=30) studerende har deltaget. Resultaterne fra undersøgelsen peger på, at AI-baserede chatbots som ChatGPT kan spille en værdifuld rolle i programmeringsundervisning ved at støtte studerende i at udvikle deres computationelle praksisser og problemløsningsevner, når teknologien indgår i et samskabende system med andre aktører. Samtidig kan AI-baserede chatbots være med til at aflaste underviseren ved at svare på studerendes spørgsmål, så underviseren har mulighed for at indgå i andre læringsaktiviteter.
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