ChatGPT as a Teaching Assistant in a CS1 course: An Experience Report

Abstract

This innovative practice full paper presents the findings of an experiment conducted in an introductory programming course (CS1) at the University of Brasilia, Brazil, comparing the effectiveness of undergraduate teaching assistants and ChatGPT. CS1 is often a challenging course for students, typically supported by multiple teaching assistants. With the growing use of generative artificial intelligence (AI) in education, particularly chatbot tools like ChatGPT and Gemini, virtual assistants are playing an increasingly prominent role in programming instruction, even during face-to-face lab sessions. The experiment involved 41 undergraduate students over three consecutive weeks, with one 80 -minute session per week. The students were divided into two groups: one supported by human teaching assistants and the other assisted by ChatGPT. Participants were grouped to balance prior computer science experience and demographic factors. After each lab session, students completed a survey and their submitted work was assessed for accuracy. Additionally, exam scores and students' perceptions of the learning experience were analyzed to evaluate the impact of each method on performance and engagement. The findings showed that students assisted by ChatGPT completed more assignments in less time, with submission accuracy comparable to that of the control group. While students acknowledged the helpfulness of ChatGPT, many still preferred human assistance. This study adds to the growing body of literature on AI in education, which highlights generative AI's ability to support tasks such as coding, debugging, and concept clarification. However, few studies have directly compared AI assistance to human support in classroom settings. These findings provide valuable insights into the potential of generative AI tools like ChatGPT to complement or even replace traditional teaching methods in programming education.

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