Abstract
ChatGPT has gained popularity due to its ability to generate programming code and detect and fix errors. There is a high possibility that students will use ChatGPT to complete assignments or projects. The potential use of ChatGPT necessitates a thorough risk assessment to understand how to incorporate ChatGPT into programming courses. The use of ChatGPT elicits both concern and optimism. The paper discusses how ChatGPT has assisted students in enhancing their programming knowledge and how students perceive its role in improving learning. The participants in this study are Foundation Science and Engineering students enrolled in computer programming modules in the 2023-2024 academic year. In the first five weeks of teaching, instructors do not compel students to use ChatGPT in tutorials. A programming quiz was assigned at the end of week five to evaluate students’ programming knowledge and skills. Subsequently, the instructors introduced ChatGPT and strongly encouraged students to use it during the tutorials. Another programming quiz was assigned at the end of the semester to assess students’ programming knowledge and skills after using ChatGPT. An interview was administered at the end of the semester to assess foundation students’ perceived views and experiences in learning programming with and without ChatGPT. The results of this study provide suggestions for using ChatGPT in programming courses at all levels to maintain academic integrity.
Author Information
Reginamary Matthews, University of Nottingham Malaysia, Malaysia
Bavani Ramayah, University of Nottingham Malaysia, Malaysia
Su Ting Yong, University of Nottingham Malaysia, Malaysia
Paper Information
Conference: SEACE2025
Stream: Higher education
This paper is part of the SEACE2025 Conference Proceedings (View)
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To cite this article:
Matthews R., Ramayah B., & Yong S. (2025) Merits and Pitfalls of Using ChatGPT in Programming Courses: A Case Study ISSN: 2435-5240 The Southeast Asian Conference on Education 2025: Official Conference Proceedings (pp. 451-462) https://doi.org/10.22492/issn.2435-5240.2025.38
To link to this article: https://doi.org/10.22492/issn.2435-5240.2025.38
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