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编程学生如何使用生成式AI？

How Do Programming Students Use Generative AI?

University of Hamburg（汉堡大学）

Christian Rahe, Walid Maalej

备注：
preprint; accepted to ACM International Conference on the Foundations of Software Engineering (FSE) 2025
发表信息：
Proc. ACM Softw. Eng. 2, FSE, Article FSE045 (July 2025)
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AI总结：

本研究通过37名编程学生的探索性实验，发现学生使用生成式AI主要有查询概念和直接生成解决方案两种策略，且易陷入错误代码修复的恶性循环，证实了过度依赖AI会降低自主性的担忧，为教育应对提供参考。

摘要：

编程学生如今能广泛使用ChatGPT等功能强大的生成式AI工具。尽管这有助于他们理解学习材料、完成习题，但教育工作者对学生过度依赖生成内容、缺乏批判性思维能力的担忧正日益加剧。因此，了解学生实际如何使用生成式AI以及这会对他们的学习行为产生何种影响至关重要。为此，我们开展了一项研究，其中包含一项针对37名编程学生的探索性实验：在学生完成代码编写习题期间，为他们提供受监控的ChatGPT使用权限。该习题无法由ChatGPT直接解答，需要具备代码理解与推理能力。尽管最终只有23名学生选择使用该聊天机器人，但其中大多数人都直接提示它生成完整解决方案。我们观察到两种主流使用策略：一是查询通用概念相关知识，二是直接生成解决方案。学生们并未借助该工具理解代码与自身错误，反而常常陷入“提交错误的生成代码→请求工具修复”的恶性循环。自我报告称经常使用生成式AI的学生，更有可能提示机器人生成解决方案。我们的研究结果表明，关于生成式AI可能降低程序员自主性与生产力的担忧是合理的。我们探讨了研究人员与教育工作者应如何应对学生不加批判地过度依赖生成式AI的潜在风险，还讨论了可对本研究设计做出的调整，以便开展大规模复现研究。

英文摘要：

Programming students have a widespread access to powerful Generative AI tools like ChatGPT. While this can help understand the learning material and assist with exercises, educators are voicing more and more concerns about an overreliance on generated outputs and lack of critical thinking skills. It is thus important to understand how students actually use generative AI and what impact this could have on their learning behavior. To this end, we conducted a study including an exploratory experiment with 37 programming students, giving them monitored access to ChatGPT while solving a code authoring exercise. The task was not directly solvable by ChatGPT and required code comprehension and reasoning. While only 23 of the students actually opted to use the chatbot, the majority of those eventually prompted it to simply generate a full solution. We observed two prevalent usage strategies: to seek knowledge about general concepts and to directly generate solutions. Instead of using the bot to comprehend the code and their own mistakes, students often got trapped in a vicious cycle of submitting wrong generated code and then asking the bot for a fix. Those who self-reported using generative AI regularly were more likely to prompt the bot to generate a solution. Our findings indicate that concerns about potential decrease in programmers' agency and productivity with Generative AI are justified. We discuss how researchers and educators can respond to the potential risk of students uncritically over-relying on Generative AI. We also discuss potential modifications to our study design for large-scale replications.

机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。

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