Examining College Students’ Psychological Dynamics in ChatGPT Assisted Programming

Abstract

In this study, we explored differences in students' psychological dynamics among three programming support groups.The control group completed programming tasks exclusively with error hints provided by the Jupyter platform.The ChatGPT hints group provided students with more comprehensive and detailed explanations when errors occurred, while the ChatGPT enhanced hints group received not only detailed explanations but also code examples.We examined how various psychological factors, including students' intrinsic goal orientation, extrinsic goal orientation, task value, task anxiety, critical thinking, cognitive engagement, feeling of knowing, and judgment of learning, interacted within each group and how these psychological dynamics differed across the three groups.While we found substantial similarities across the three groups, we also observed notable distinctions, particularly the negative connections between task anxiety and specific variables.This study holds theoretical and methodological importance by employing a complex dynamical system (CDS) perspective to understand the interplay of students' psychological factors.

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