Abstract
This full research paper examines how different forms of learner-AI interaction relate to learning outcomes in object-oriented programming (OOP) courses. Generative artificial intelligence (GenAI) tools are increasingly used by students in programming education, yet evidence on their educational impact remains mixed. In particular, little is known about how students integrate GenAI tools when learning OOP, and how different patterns of use relate to students' learning experiences and outcomes. This study investigates patterns of students' self-directed GenAI use and their relationship with academic performance, perceived difficulty, understanding, and trust. Survey data were collected from 210 undergraduate students enrolled in a first-year OOP course in which the use of GenAI tools was permitted for coursework but prohibited in assessments. Results show that students used GenAI significantly more often for explanation seeking and debugging than for code generation. Cluster analysis identified five distinct learner-AI interaction profiles, including a "smart" high-usage pattern characterized by low reliance on code generation and high use for conceptual support and debugging. While usage patterns were associated with differences in perceived assignment difficulty, self-assessed understanding, trust in AI-generated code, and norm-related attitudes, no significant differences in assessment performance were found across clusters. These findings suggest that self-directed GenAI use alone does not lead to measurable learning gains, underscoring the need for pedagogically guided and process-aware AI support. The study contributes empirical evidence on learner-AI interaction patterns and highlights the importance of pedagogically guided AI use in programming education.
Abstract (translated)
URL
https://arxiv.org/abs/2607.24755
