Evaluation of ChatGPT’s Implementation in Undergraduate Java Programming Tutorials

This study investigates the impact of integrating ChatGPT into undergraduate Java programming tutorials, focusing on its effects on students’ knowledge acquisition, motivation, and self-efficacy. A quasi-experimental design was employed over a seven-week period, involving 53 undergraduate students divided into a ChatGPT-centered learning group (CCLG) and a teacher-centered learning group (TCLG). Both groups completed programming tasks, assessments, and surveys to measure learning outcomes. While the results indicated no statistically significant improvement in programming knowledge, students in the ChatGPT-centered group demonstrated significantly higher motivation and self-efficacy compared to their peers in the traditional instructional setting. These findings suggest that ChatGPT can enhance engagement and confidence in programming education, though its direct impact on knowledge acquisition may be limited within short-term interventions. The study highlights potential challenges, including students’ adaptation to AI-assisted learning and limitations in foundational programming skills. Future research should explore strategies for optimizing ChatGPT’s implementation, addressing digital literacy gaps, and evaluating its long-term effectiveness in programming education.