Irene Stone
ABSTRACT
The introduction of Leaving Certificate Computer Science (LCCS) in Ireland in 2018 signifies a notable advancement in post-primary education. Moreover, developments in generative Artificial Intelligence (GAI) in education, are gaining prominence, yet we do not understand its value or how best to implement it in post-primary educational settings. Despite a growing international body of research in this area, my scoping review highlights that many aspects of these topics have yet to be explored, particularly in the context of post-primary students in Ireland. My study will begin to bridge this gap by exploring how a purposeful sample of LCCS post-primary students in Ireland engage with GAI tools, such as ChatGPT, during their initial experiences learning Python programming. These findings, when approached through the lens of Human-Centred Artificial Intelligence (HCAI), can help enhance pedagogical strategies and lead to improved learning experiences for students.
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Index Terms
- Exploring the Research Gap: Generative AI and Learning of Python Programming among Post-Primary Students
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