prompting

Programming students shifted their AI habits with guidance, but better interaction was not a randomized learning effect

Hacer Güner, Erkan Er

Education and Information Technologies

A classroom study followed programming students through unguided ChatGPT use, a prompting demonstration, and embedded example prompts. Their interaction profiles changed substantially, while students who refined their own code often achieved stronger unaided quiz scores than students who requested complete solutions. The study offers practical evidence about classroom guidance, but its sequential tasks and existing knowledge differences do not establish that a particular prompting intervention caused better learning.