Examining Student Dependence on Generative AI tools in Programming Education
Abstract
Programming students are no longer only learning to write code; they are also learning in environments where AI tools can explain, debug, and generate code alongside them. This shift creates a tension for programming education: the same tools that can make learning more accessible may also encourage dependence when students use them as substitutes for their own reasoning. Using a conceptual and narrative review of recent literature, this paper examines student dependence on generative AI tools in programming education. Central to this review is an examination of learning outcomes, independent programming ability, self-regulated learning, critical thinking, problem solving, learner characteristics, and instructional design in AI-supported programming environments. Students learning to code are increasingly using AI tools to answer questions, explain concepts, help debug, and make information easier to access, but their use can also create problems. Students who rely heavily on them, especially when instructors provide little instruction, may spend less time thinking through problems on their own or reflecting on their solutions. From the literature, we see that the impact of AI is more dependent on the learner, the learning environment, and the use of the tools than on the technology. Existing studies also have important weaknesses, including heavy use of self-reported measures, small sample sizes, correlational research, and limited evidence about what sustained AI use could mean for independent thinking, problem solving, and programming development over time. More data is needed to understand these longer-term effects.
