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Programming skills are rapidly becoming essential for many educational paths and career opportunities. Yet, for many international students, the traditional approach to teaching introductory programming courses can be a significant challenge due to the complexities of the language, the lack of prior programming knowledge, and the language and cultural barriers. This study explores how large language models and gamification can scaffold coding learning and increase Chinese students’ sense of belonging in introductory programming courses. In this project, a gamification intelligent tutoring system was developed to adapt to Chinese international students’ learning needs and provides scaffolding to support their success in introductory computer programming courses.
Chen Cao (Sun,) studied this question.
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