This research investigates the expanding use of generative AI (Mahmoud et al., 2025) tools among computer programming students. Building on a 2023 study, a 2024 survey of 182 undergraduate and graduate students explored usage patterns, perceived effectiveness, and attitudes towards their academic use. Thematic analysis revealed a significant increase in AI adoption, with students frequently using tools for code generation, debugging, and explanation. While students value the speed and efficiency AI offers, they express significant concerns about output accuracy, over-reliance, and the impact on developing independent reasoning skills. Notably, attitudes shifted from favouring full allowance of AI tools to partial allowance for programming assignments, with distinct usage patterns observed across different study levels. These findings underscore the urgent need for educational institutions to establish clear guidelines. A balanced approach is required to integrate AI tools constructively while mitigating risks to academic integrity and deep learning.
Novak et al. (Tue,) studied this question.
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