探究AI工具在软件团队项目中的角色与教学影响
LLMs Integration in Software Engineering Team Projects: Roles, Impact, and a Pedagogical Design Space for AI Tools in Computing Education
- 从教育视角分析学生使用AI编程工具的体验
- 发现AI提升编码效率但影响团队协作与自信心
- 提出支持透明度与角色分工的AI教学设计框架
本研究以教育视角探讨生成式AI（如ChatGPT、GitHub Copilot）在为期一学期的二年级本科生软件工程团队项目中的应用。基于39名学生的问卷与8名学生的访谈，揭示了学生对AI使用在编码体验、学习成效及自我效能感方面的看法。研究填补了对AI在团队协作、团队效能与团队动态影响的理解空白。通过融入学习与教学理论的分析框架，提出初步的AI辅助编程学习工具设计空间，强调应关注AI在学习过程中的角色、可支持的模式差异，以及对团队成员与师生透明性的支持。
原文摘要 · Abstract (English)
This work takes a pedagogical lens to explore the implications of generative AI (GenAI) models and tools, such as ChatGPT and GitHub Copilot, in a semester-long 2nd-year undergraduate Software Engineering Team Project. Qualitative findings from survey (39 students) and interviews (eight students) provide insights into the students' views on the impact of GenAI use on their coding experience, learning, and self-efficacy. Our results address a particular gap in understanding the role and implications of GenAI on teamwork, team-efficacy, and team dynamics. The analysis of the learning aspects is distinguished by the application of learning and pedagogy informed lenses to discuss the data. We propose a preliminary design space for GenAI-based programming learning tools highlighting the importance of considering the roles that GenAI can play during the learning process, the varying support-ability patterns that can be applied to each role, and the importance of supporting transparency in GenAI for team members and students in addition to educators.
Thank you to arXiv for use of its open access interoperability. PaperDance 不是 arXiv 官方产品；中文卡片由大模型生成，请以原文为准。