Youre not alone while programming! Challenges faced by high school students, generative AI solutions and issues
Yazarlar (3)
Doç. Dr. Arif AKÇAY Kastamonu Üniversitesi, Türkiye
Çağrı Avan
Kastamonu Measurement And Evaluation Center, Türkiye
Kastamonu Measurement And Evaluation Center, Türkiye
Dr. Öğr. Üyesi Burcu KARABULUT COŞKUN Kastamonu Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Interactive Learning Environments (Q1) | ||
| Dergi ISSN | 1049-4820 Dergi Bilgileri (2026) | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | İngilizce | Basım Tarihi | 09-2026 |
| Cilt / Sayı / Sayfa | 34 / 7 / 4643–4661 | DOI | 10.1080/10494820.2025.2608191 |
| Makale Linki | https://doi.org/10.1080/10494820.2025.2608191 | ||
| UAK Araştırma Alanları |
Bilgisayar ve Öğretim Teknolojileri Eğitimi
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| Özet |
| Programming is a challenging yet crucial component of technological literacy. It contains inherent difficulties that may lead students to drop out. The unique features of Generative Artificial Intelligence (GenAI) can influence how programming is learned. This study aims to identify the challenges, solutions, and requirements encountered by high school students in learning programming and examine their experiences with using GenAI during this process. The study utilizes a case study design. Interviews were conducted with 19 students representing a range of academic achievement levels. The researchers identified codes, sub-themes, and themes based on the collected data. In the findings, students expressed that they had difficulty with debugging, coding, and algorithm development, and that they sought information, practiced, and used different learning approaches to overcome these difficulties. Students said … |
| Anahtar Kelimeler |
| programlama eğitimi | programlamada zorluklar | programlama öğrenmek için gereklilikler | programlamada üretken yapay zeka |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 1 |
| Google Scholar | 2 |