The effects of GenAI-assisted programming learning on fifth graders’ computational thinking, programming self-efficacy and outcomes, and programming-oriented prompting: A comparison of two human–AI collaboration configurations

This study investigates the effects of GenAI-assisted programming learning on fifth graders' computational thinking, programming self-efficacy and outcomes, and programmingoriented prompting.A total of 99 fifth graders from four classes participated and were randomly assigned to two GenAI-assisted programming instruction groups with different human-AI collaboration configurations: single student-AI collaboration (SSAC), in which each student worked individually with a computer with ChatGPT, and dyad student-AI collaboration (DSAC), in which two students worked in pairs, collaboratively using a shared computer with ChatGPT.The instruction was implemented over 6 weeks (1 class per week).This study revealed no significant difference in computational thinking between the two groups of students after GenAI-assisted programming instruction (p>0.05).In contrast, the students in the DSAC group showed significantly higher programming self-efficacy and better programming outcomes (p<0.05).Moreover, significant differences in the distribution of programmingoriented prompting between these two groups of students were also found (p<0.05).