Insights from the Frontline: GenAI Utilization Among Software Engineering Students
This program is tentative and subject to change.
Generative AI (genAI) tools (e.g., ChatGPT, Copilot) have become ubiquitous in software engineering (SE) and are here to stay. As SE educators, it behooves us to understand the consequences of genAI usage among SE students and to create a holistic view of where these tools can be successfully used. Through 16 reflective interviews with SE students, we explored their academic experiences of using genAI tools to complement SE learning and implementations. We uncover the contexts where these tools are helpful and where they pose challenges, along with examining why these challenges arise and how they impact students. We validated our findings through member checking and triangulation with instructors. Our findings provide practical considerations of where and why genAI should (not) be used in the context of supporting SE students.
This program is tentative and subject to change.
Mon 28 AprDisplayed time zone: Eastern Time (US & Canada) change
11:00 - 12:30 | |||
11:00 20mTalk | Insights from the Frontline: GenAI Utilization Among Software Engineering Students CSEE&T Rudrajit Choudhuri Oregon State University, Ambareesh Ramakrishnan Oregon State University, Amreeta Chatterjee Oregon State University, Bianca Trinkenreich Colorado State University, Igor Steinmacher Northern Arizona University, Marco Gerosa Northern Arizona University, Anita Sarma Oregon State University Pre-print | ||
11:20 20mTalk | Towards Implementing and Evaluating AI-Assisted Pull Requests in Software Engineering Education CSEE&T | ||
11:40 20mTalk | Do AI assistants help students write formal specifications? A study with ChatGPT and the B-Method CSEE&T Alfredo Capozucca University of Luxembourg, Daniil Yampolskyi Department of Computer Science, University of Luxembourg, Esch-sur-Alzette, Luxembourg, Alexander Goldberg Department of Computer Science, University of Luxembourg, Esch-sur-Alzette, Luxembourg, Maximiliano Cristiá CIFASIS, Universidad Nacional de Rosario, Rosario, Argentina Pre-print |