Webvs. LLMs: An Empirical Study of Learning Behaviors of CS2 Students

LLMs such as ChatGPT have been widely adopted by students in higher education as tools for learning programming and related concepts. However, it remains unclear how effective students are and what strategies students use while learning with LLMs. Since the majority of students' experiences in online self-learning have come through using search engines such as Google, evaluating AI tools in this context can help us address these gaps. In this mixed methods research, we conducted an exploratory within-subjects study to understand how CS2 students learn programming concepts using both LLMs as well as traditional online methods such as educational websites and videos to examine how students approach learning within and across both scenarios. We discovered that students found it easier to learn a more difficult concept using traditional methods than using ChatGPT. We also found that students ask fewer follow-ups and use more keyword-based queries for search engines while their prompts to LLMs tend to explicitly ask for information.

What is it like to program with artificial intelligence?

Large language models, such as OpenAI's codex and Deepmind's AlphaCode, can generate code to solve a variety of problems expressed in natural language. This technology has already been commercialised in at least one widely-used programming editor extension: GitHub Copilot. In this paper, we explore how programming with large language models (LLM-assisted programming) is similar to, and differs from, prior conceptualisations of programmer assistance. We draw upon publicly available experience reports of LLM-assisted programming, as well as prior usability and design studies. We find that while LLM-assisted programming shares some properties of compilation, pair programming, and programming via search and reuse, there are fundamental differences both in the technical possibilities as well as the practical experience. Thus, LLM-assisted programming ought to be viewed as a new way of programming with its own distinct properties and challenges. Finally, we draw upon observations from a user study in which non-expert end user programmers use LLM-assisted tools for solving data tasks in spreadsheets. We discuss the issues that might arise, and open research challenges, in applying large language models to end-user programming, particularly with users who have little or no programming expertise.