IJIET 2025 Vol.15(5): 891-901
doi: 10.18178/ijiet.2025.15.5.2295
doi: 10.18178/ijiet.2025.15.5.2295
Leveraging Algorithm Instruction with AI Chatbots: A Detailed Exploration of Their Impact on Students’ Computational Thinking
Mahesi Agni Zaus1,*, Fivia Eliza2, Cici Andriani3, Oriza Candra2,
Siti Afiat Jalil4, Anggun Agni Zaus2, and
Syaiful Islami2
1. Department of Electronic Engineering, Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia
2. Department of Electrical Engineering, Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia
3. Department of Family Welfare Science, Faculty of Tourism and Hospitality, Universitas Negeri Padang, Padang, Indonesia
4. Faculty of Technical and Vocational Education (FPTV), Universiti Tun Hussein Onn Malaysia, Johor, Malaysia
Email: mahesiagnizaus@ft.unp.ac.id (M.A.Z.); fivia_eliza@ft.unp.ac.id (F.E.); ciciandriani@fpp.unp.ac.id (C.A.); orizacandra@ft.unp.ac.id (O.C.); eyatt91@gmail.com (S.A.J.); anggunzaus@gmail.com (A.A.Z); syaiful_islami@ft.unp.ac.id (S.I.)
*Corresponding author
2. Department of Electrical Engineering, Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia
3. Department of Family Welfare Science, Faculty of Tourism and Hospitality, Universitas Negeri Padang, Padang, Indonesia
4. Faculty of Technical and Vocational Education (FPTV), Universiti Tun Hussein Onn Malaysia, Johor, Malaysia
Email: mahesiagnizaus@ft.unp.ac.id (M.A.Z.); fivia_eliza@ft.unp.ac.id (F.E.); ciciandriani@fpp.unp.ac.id (C.A.); orizacandra@ft.unp.ac.id (O.C.); eyatt91@gmail.com (S.A.J.); anggunzaus@gmail.com (A.A.Z); syaiful_islami@ft.unp.ac.id (S.I.)
*Corresponding author
Manuscript received November 6, 2024; revised December 11, 2024; accepted January 2, 2025; published May 13, 2025
Abstract—This research aims to understand the effect of algorithm instruction with artificial intelligence-based chatbots on students’ Computational Thinking (CT) skills. A quasi-experimental approach was employed, involving two groups: an experimental group where some students used conversational Artificial Intelligence (AI) bots as learning assistants and a control group where students used no such technology. The proposed research tools were the pre and post-tests and the questionnaires, which targeted users’ rating of the chatbot’s usefulness, user interface, and its influence on learning motivation. Analysis of the collected data was done using independent t-tests to compare the results between groups as well as correlation analysis to find the connection between AI chatbot utilization and students’ computational thinking skills. This study shows a positive increase in the overall CT skills of the experimental group compared to the control group. Instead, a positive relationship was found between the degree of the use of the chatbots and the students’ computational thinking performance. Accordingly, this research points to the inclusion of AI-based chatbots into algorithm instruction as a valuable approach to raising computational thinking disposition, learning motivation, and learning outcome. Therefore, the application of the value of AI technology indicates the possibility of transforming the implementation and teaching of an algorithm in higher education.
Keywords—chatbot, computational thinking, algorithm, Artificial Intelligence (AI)-based instruction
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).
Keywords—chatbot, computational thinking, algorithm, Artificial Intelligence (AI)-based instruction
Cite: Mahesi Agni Zaus, Fivia Eliza, Cici Andriani, Oriza Candra, Siti Afiat Jalil, Anggun Agni Zaus, and Syaiful Islami, "Leveraging Algorithm Instruction with AI Chatbots: A Detailed Exploration of Their Impact on Students’ Computational Thinking," International Journal of Information and Education Technology, vol. 15, no. 5, pp. 891-901, 2025.
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).