An Empirical Study on the Impact of Generative Artificial Intelligence-Assisted Programming on Computational Thinking in Secondary School Students

Generative artificial intelligence has demonstrated remarkable potential in the field of education due to its powerful text-based capabilities. However, its impact on programming education remains in the early exploratory phase, with limited empirical research available. This study involved 83 high school students to investigate the effects of generative AI-assisted programming on their computational thinking skills. A mixed-methods approach was adopted, incorporating tests and semi-structured interviews to collect both quantitative and qualitative data. The results indicate that generative AI-assisted programming significantly enhances students' computational thinking skills. Furthermore, this learning strategy promotes personalized learning of programming. The findings of this study can be applied in practical programming education to improve students' computational thinking.