#1122: 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 programming-oriented 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 programming-oriented prompting between these two groups of students were also found (p<0.05).