Doing the Work? Student Perspectives on AI Tools in Computing Education

Abstract

The rapid expansion of artificial intelligence (AI) tools, including generative AI, is reshaping task completion and interaction, leading educational researchers to examine learning opportunities as well as emerging concerns in the present technological landscape. Despite ongoing discussions, it is less clear how students may envision such tools being integrated into computing education. We applied the Technology Acceptance Model and conducted a survey across three tertiary academic institutions in the United States, gathering quantitative and qualitative insights on n = 340 computing students' perspectives. Closed-ended items were examined with descriptive statistics, and an open-ended prompt around AI tool use in computing education was explored through reflexive thematic analysis. We found that 64.1% of students somewhat or strongly agreed that using AI tools (e.g., ChatGPT or GitHub Copilot) made them feel as though they were not truly doing the work themselves. Additionally, 48.8% of students somewhat or strongly agreed that they felt conflicted about using AI tools because competent computing/tech students should be able to figure things out without help. The qualitative themes spoke to instances where students may find adoption beneficial, like ''Expediting and enhancing learning, task completion, and organization,'' or problematic, such as ''Moral concerns and regard for social and environmental impact.'' Based on our results, we discuss strategies for teaching alongside AI tools and future considerations for computing educators and developers to support students' agency, ethical reasoning, and decision-making.