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<p>This study explores how undergraduate computer science students critically evaluate, strategically engage with, and ethically reflect on their use of ChatGPT during programming tasks. Drawing on data from 21 students who completed five Java-based activities, maintained weekly reflective journals over four weeks, and participated in semi-structured interviews, the research offers a short-term longitudinal qualitative study perspective on student–AI interaction. Findings reveal that students evolved from passive users to active co-creators, developing increasingly refined prompting strategies and critically assessing AI-generated outputs. While most students viewed ChatGPT as a valuable learning companion, particularly for code structuring, debugging, and explanation, they also identified limitations, such as generic responses, overreliance, and concerns around authorship and data privacy. Students with disabilities highlighted ChatGPT’s accessibility benefits, raising important questions about equitable AI policy in higher education. The study proposes a framework for the pedagogical and institutional integration of GenAI tools that balances personalised support with ethical and critical engagement. Implications are offered for computing educators, curriculum designers, and policymakers seeking to embed AI responsibly in computer science education.</p>

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Beyond the Prompt: Student Strategies, Ethical Reflections, and Learning with ChatGPT in Computer Science

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年8月26日

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  • Kehinde Aruleba,
  • Ismaila Temitayo Sanusi,
  • George Obaido,
  • Blessing Ogbuokiri,
  • Ibomoiye Domor Mienye

摘要

This study explores how undergraduate computer science students critically evaluate, strategically engage with, and ethically reflect on their use of ChatGPT during programming tasks. Drawing on data from 21 students who completed five Java-based activities, maintained weekly reflective journals over four weeks, and participated in semi-structured interviews, the research offers a short-term longitudinal qualitative study perspective on student–AI interaction. Findings reveal that students evolved from passive users to active co-creators, developing increasingly refined prompting strategies and critically assessing AI-generated outputs. While most students viewed ChatGPT as a valuable learning companion, particularly for code structuring, debugging, and explanation, they also identified limitations, such as generic responses, overreliance, and concerns around authorship and data privacy. Students with disabilities highlighted ChatGPT’s accessibility benefits, raising important questions about equitable AI policy in higher education. The study proposes a framework for the pedagogical and institutional integration of GenAI tools that balances personalised support with ethical and critical engagement. Implications are offered for computing educators, curriculum designers, and policymakers seeking to embed AI responsibly in computer science education.