Student Use and Teacher Practice: A Scoping Review of Generative AI in Computing Education Using PICRAT

Technology has promised to transform teaching and learning for over 25 years, from interactive whiteboards to personalised learning platforms. Generative AI large language model (LLM) chatbots, such as ChatGPT, are the latest innovation poised to reshape computing education. However, much of the research has taken a technology-driven approach to their integration rather than a student-centred one. This scoping review examines studies published between October 2022 and October 2024, using the PICRAT framework to map student activity with LLMs as passive, interactive, or creative, and educator use as replacing, amplifying, or transforming traditional teaching methods. Analysing 32 studies across K-12 and higher education, sourced following PRISMA-ScR guidelines, we find that use of AI chatbots primarily replicates or amplifies conventional instructional patterns, with most student interactions being passive or interactive rather than creative. While these tools improve efficiency, their potential for transformative learning, particularly in K-12 settings, remains under explored. This review offers insights for computing educators seeking to integrate AI into their teaching and highlights the value of using PICRAT, not only for planning and designing AI-enhanced learning activities, but also for evaluating their pedagogical impact over time.