Introducing Coding Co-Pilots in an Introductory Programming Course - the Beginning of the End?

Abstract

Recent advances in generative AI and coding co-pilots in particular have fundamentally changed the tools available to students. For
introductory programming courses this represents a challenging setting as assignments typically posed are well within reach of being automatically solved by current state-of-the-art generative AI technology. This in turn raises concerns about student learning outcomes in terms of fundamental programming knowledge and skills. At the same time, recent surveys indicate a considerable industry uptake of generative AI to boost productivity in software development. The latter suggests that in the course of their education, computer science students must learn to master these new technologies. This paper presents our initial investigations into introducing coding co-pilots in a first-year introductory programming course with a view towards embracing co-pilots and encouraging reflective use by the students.