Exploring the Role of AI in Transforming Programming Education at Universities: Qualitative and Quantitative Insights

Abstract

As generative AI tools like ChatGPT gain prominence, their role in higher education—particularly in programming instruction—has attracted growing attention. This study explores the practical impact of ChatGPT on introductory programming education in Taiwanese universities. A mixed-methods design was adopted, involving both a quantitative experiment and qualitative survey. First-year computer science students were divided into an AI-assisted group and a traditional group. After a guided reading phase, both groups completed a closed-book test evaluating four learning dimensions: syntax comprehension, logical reasoning, creative design, and error detection. Results show the AI group significantly outperformed the traditional group in syntax, creativity, and debugging, though no notable difference was found in logical reasoning. Survey responses revealed positive perceptions of AI’s usefulness, alongside a growing trend of frequent reliance on such tools. This study concludes that while ChatGPT can enhance learning in specific domains, educators must guide students in responsible usage to avoid overdependence and preserve academic integrity.

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