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Fostering Programming Skill and Critical Thinking through AI-Assisted PBL Integration

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Τίτλος: Fostering Programming Skill and Critical Thinking through AI-Assisted PBL Integration
Γλώσσα: English
Συγγραφείς: Christian Basil Omeh (ORCID 0000-0002-1673-2578), Musa Adekunle Ayanwale (ORCID 0000-0001-7640-9898), Lindelani E. Mnguni (ORCID 0000-0002-0361-0002), Chijioke Jonathan Olelewe (ORCID 0000-0002-1104-053X)
Πηγή: Journal of New Approaches in Educational Research. 2025 14.
Διαθεσιμότητα: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 25
Ημερομηνία έκδοσης: 2025
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Skill Development, Programming, Computer Science Education, Critical Thinking, Artificial Intelligence, Technology Uses in Education, Problem Based Learning, Undergraduate Students, Problem Solving, Programming Languages, Foreign Countries, Academic Ability, Teaching Methods
Γεωγραφικοί όροι: Nigeria
DOI: 10.1007/s44322-025-00041-0
ISSN: 2254-7339
Περίληψη: Despite the increasing emphasis on computational literacy in higher education, we observed that many undergraduate students particularly in developing contexts struggle to master fundamental programming skills and develop critical thinking. Conventional instructional approaches often lack interactivity and personalized scaffolding, which are essential for teaching abstract programming concepts. In response to this challenge, we examined the effect of artificial intelligence (AI)-assisted problem-based learning (PBL) on students' programming skills, critical thinking, and problem-solving abilities in Java programming. Grounded in a quasi-experimental pre-test post-test control group design, we involved 62 s-year computer science education students from two public universities in Nigeria. Participants were assigned to either an experimental group that used Google Gemini (AI) within a PBL framework or a control group exposed to PBL adopting instructional videos. We employed four validated instruments to measure computer programming skills (CPSAR), critical thinking (CTS), problem-solving (PSS), and academic ability. Using multivariate analysis of covariance (MANCOVA), we analyzed group differences while controlling for pre-test scores and tested moderation effects of academic ability and age group. Our results revealed a statistically significant improvement in programming skills among students in the AI-assisted group, with a large effect size. Critical thinking and problem-solving skill outcomes did not differ significantly between the groups. We also found a significant interaction between the teaching strategy and academic ability, indicating that high-ability students benefited more from AI integration into computer programming instruction. This study provides original insights into AI-enhanced pedagogy and has practical implications for improving programming instruction, particularly in resource-limited educational environments.
Abstractor: As Provided
Entry Date: 2026
Αριθμός Καταχώρησης: EJ1491021
Βάση Δεδομένων: ERIC
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  – Url: https://dx.doi.org/doi:10.1007/s44322-025-00041-0
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  Data: Fostering Programming Skill and Critical Thinking through AI-Assisted PBL Integration
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  Data: <searchLink fieldCode="AR" term="%22Christian+Basil+Omeh%22">Christian Basil Omeh</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1673-2578">0000-0002-1673-2578</externalLink>)<br /><searchLink fieldCode="AR" term="%22Musa+Adekunle+Ayanwale%22">Musa Adekunle Ayanwale</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7640-9898">0000-0001-7640-9898</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lindelani+E%2E+Mnguni%22">Lindelani E. Mnguni</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0361-0002">0000-0002-0361-0002</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chijioke+Jonathan+Olelewe%22">Chijioke Jonathan Olelewe</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1104-053X">0000-0002-1104-053X</externalLink>)
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  Data: <searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Programming%22">Programming</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Programming+Languages%22">Programming Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Ability%22">Academic Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
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  Data: Despite the increasing emphasis on computational literacy in higher education, we observed that many undergraduate students particularly in developing contexts struggle to master fundamental programming skills and develop critical thinking. Conventional instructional approaches often lack interactivity and personalized scaffolding, which are essential for teaching abstract programming concepts. In response to this challenge, we examined the effect of artificial intelligence (AI)-assisted problem-based learning (PBL) on students' programming skills, critical thinking, and problem-solving abilities in Java programming. Grounded in a quasi-experimental pre-test post-test control group design, we involved 62 s-year computer science education students from two public universities in Nigeria. Participants were assigned to either an experimental group that used Google Gemini (AI) within a PBL framework or a control group exposed to PBL adopting instructional videos. We employed four validated instruments to measure computer programming skills (CPSAR), critical thinking (CTS), problem-solving (PSS), and academic ability. Using multivariate analysis of covariance (MANCOVA), we analyzed group differences while controlling for pre-test scores and tested moderation effects of academic ability and age group. Our results revealed a statistically significant improvement in programming skills among students in the AI-assisted group, with a large effect size. Critical thinking and problem-solving skill outcomes did not differ significantly between the groups. We also found a significant interaction between the teaching strategy and academic ability, indicating that high-ability students benefited more from AI integration into computer programming instruction. This study provides original insights into AI-enhanced pedagogy and has practical implications for improving programming instruction, particularly in resource-limited educational environments.
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        Value: 10.1007/s44322-025-00041-0
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
    Subjects:
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Programming
        Type: general
      – SubjectFull: Computer Science Education
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Artificial Intelligence
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Programming Languages
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Nigeria
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      – TitleFull: Fostering Programming Skill and Critical Thinking through AI-Assisted PBL Integration
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