doi: 10.18178/ijiet.2025.15.1.2215
Using AI Chatbots in Visual Programming: Effect on Programming Self-Efficacy of Upper Primary School Learners
Zipei Zhu1
,
Zhaoji Wang1,* ,
Hanhui Bao2
- 1Faculty of Education, The University of Hong Kong, Hong Kong SAR, China
- 2Department of Theory and Practice in Teacher Education, The University of Tennessee, Knoxville, USA
- Manuscript receivedSeptember 6, 2024
- revisedSeptember 18, 2024
- acceptedOctober 25, 2024
- publishedJanuary 9, 2025
Abstract
Programming Self-Efficacy (PSE) is crucial for enhancing learners’ skills, cognitive abilities, and career interests. Despite its significance, existing research often overlooks strategies to boost PSE among upper primary school learners. This study evaluates the impact of an innovative e-learning tool, AI Chatbots, on students’ PSE. Conducted in a primary school in northern mainland China, the experiment integrated AI Chatbots as an intervention within a visual programming curriculum. It involved 98 fifth-grade students divided into experimental and control groups, both instructed by the same teacher. Interviews were conducted with 6 selected participants from the experimental group after completing all intervention procedures. Findings suggest that, compared to traditional teacher-led instruction, AI Chatbots significantly enhance students’ PSE in programming skill, while boost in PSE in programming knowledge remains non-significant. The study also investigates the mechanisms through which AI Chatbots provide students with easily accessible, personalized learning support for self-directed learning and reduce emotional barriers when they seek help.
Keywords
- programming self-efficacy
- AI-assisted learning
- artificial intelligence
- visual programming
How to Cite
Zipei Zhu, Zhaoji Wang, and Hanhui Bao, "Using AI Chatbots in Visual Programming: Effect on Programming Self-Efficacy of Upper Primary School Learners," International Journal of Information and Education Technology, vol. 15, no. 1, pp. 30-38, 2025. https://doi.org/10.18178/ijiet.2025.15.1.2215
Copyright & License
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).