Exploring the Impact of ChatGPT on Early Information Systems Majors: Opportunities and Challenges in Learning to Program

Abstract

This research category full paper presents a study exploring the impact of ChatGPT on early information systems (IS) majors as they learn to program. While existing literature highlights efforts to improve programming pedagogy and foster computational and critical thinking, generative AI tools like ChatGPT could significantly reshape how these skills are taught and learned. This study investigated ChatGPT's impact on IS students as they matriculated through an introductory Java programming course during Fall 2024 at a minority-serving institution in the Mid-Atlantic United States. Using pre (<tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$\mathbf{n}=\mathbf{8 5}$</tex>) and post (<tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$\mathbf{n}=\mathbf{4 1}$</tex>) surveys across five course sections, the study examined student awareness, usage, and perceptions of ChatGPT on their programming education, and sought to answer three research questions regarding: 1) these students' prior exposure to ChatGPT, 2) their usage of ChatGPT to aid their understanding of the course materials, and 3) ChatGPT's effect on their ability to learn programming. The surveys included closed-ended, Likert scale, and openended questions. A mixed-methods analysis revealed that most of these students had prior exposure to ChatGPT, and many used it in the course to better understand programming concepts, debug code, and support overall learning. However, its impact on critical thinking development was perceived as less significant.

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