LLMs Integration in Software Engineering Team Projects: Roles, Impact, and a Pedagogical Design Space for AI Tools in Computing Education

This work takes a pedagogical lens to explore the implications of generative AI (GenAI) models and tools, such as ChatGPT and GitHub Copilot, in a semester-long 2nd-year undergraduate Software Engineering Team Project. Qualitative findings from survey (39 students) and interviews (eight students) provide insights into the students' views on the impact of GenAI use on their coding experience, learning, and self-efficacy. Our results address a particular gap in understanding the role and implications of GenAI on teamwork, team-efficacy, and team dynamics. The analysis of the learning aspects is distinguished by the application of learning and pedagogy informed lenses to discuss the data. We propose a preliminary design space for GenAI-based programming learning tools highlighting the importance of considering the roles that GenAI can play during the learning process, the varying support-ability patterns that can be applied to each role, and the importance of supporting transparency in GenAI for team members and students in addition to educators.

The Potential and Implications of Generative AI on HCI Education

Generative AI (GAI) is impacting teaching and learning directly or indirectly across a range of subjects and disciplines. As educators, we need to understand the potential and limitations of AI in HCI education and ensure our graduating HCI students are aware of the potential and limitations of AI in HCI. In this paper, we report on the main pedagogical insights gained from the inclusion of generative AI into a 10 week undergraduate module. We designed the module to encourage student experimentation with GAI models as part of the design brief requirement and planned practical sessions and discussions. Our insights are based on replies to a survey sent out to the students after completing the module. Our key findings, for HCI educators, report on the use of AI as a persona for developing project ideas and creating resources for design, and AI as a mirror for reflecting students' understanding of key concepts and ideas and highlighting knowledge gaps. We also discuss potential pitfalls that should be considered and the need to assess students' literacies and assumptions of GAIs as pedagogical tools. Finally, we put forward the case for educators to take the opportunities GAI presents as an educational tool and be experimental, creative, and courageous in their practice. We end with a discussion of our findings in relation to the TPACK framework in HCI.

Generative AI Assistants in Software Development Education

The software development industry is amid another potentially disruptive paradigm change--adopting the use of generative AI (GAI) assistants for software development. Whilst AI is already used in various areas of software engineering, GAI technologies, such as GitHub Copilot and ChatGPT, have ignited the imaginations (and fears) of many people. Whilst it is unclear how the industry will adopt and adapt to these technologies, the move to integrate these technologies into the wider industry by large software companies, such as Microsoft (GitHub, Bing) and Google (Bard), is a clear indication of intent and direction. We performed exploratory interviews with industry professionals to understand current practices and challenges, which we incorporate into our vision of a future of software development education and make some pedagogical recommendations.