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This paper proposes the implementation of Chat-GPT, a large language model, as a virtual peer for peer instruction in computer programming courses. The authors argue that AI tools, including ChatGPT, can bring benefits such as personalized learning, instant feedback, and active engagement to the classroom. An experiment was conducted with two groups of programming students: one receiving traditional instruction and the other utilizing the ChatGPT-based peer instruction model. Both groups were given the same programming assignments and assessments. The results indicated that the ChatGPT group outperformed the traditionally instructed group, demonstrating better programming skills and a deeper understanding of concepts. The ChatGPT group also reported higher engagement and satisfaction. However, some difficulties were observed when using ChatGPT for more abstract problems. Overall, the study highlights the effectiveness of using ChatGPT as a virtual peer to enhance active learning and student outcomes in computer programming courses, challenging biases regarding AI's potential benefits in education. The authors hope this study encourages educators to embrace AI tools in the classroom and overcome confirmation biases about their impact.
Santos et al. (Wed,) studied this question.