Pre-post analysis shows changes in student perceptions of generative artificial intelligence, suggesting improved trust and interest.
Given the increasing popularity of generative artificial intelligence (GAI) among students, this study examined learners’ experiences before and after a Python programming course using ChatGPT, conducted as part of a data-processing course. Using a pre-post study design, we gathered data from 23 participants to investigate the changes in learners’ perceptions of ChatGPT, including perceived psychological anthropomorphism, privacy concerns, trust in ChatGPT, and continuance intentions. Our quantitative analysis revealed that perceived psychological anthropomorphism, privacy concerns, and trust increased significantly after participating in the course. The study also found that, despite being beginners in programming, learners showed a willingness to continue exploring related content after participating in the course. The participants also expressed that the use of ChatGPT lowered barriers to learning programming and text mining. These findings should be considered when planning or designing GAI-related literacy education programmes in the future
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Han et al. (2025) studied this question.
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