Lee,Ting Ting
National Formosa University Graduate Institute of Information Management Student
E-mail：tingtinglee1209317@gmail.com
Lan,Yu Feng
National Formosa University Graduate Institute of Information Management Associate Professor
E-mail：yflan@nfu.edu.tw
Abstract
This study addresses the challenges junior high school students face when transitioning from block-based programming to text-based programming, including difficulties in comprehension, learning frustration, and low engagement. To address these issues, generative artificial intelligence (AI) was integrated into a play–learn inquiry-based teaching approach to examine its effects on students’ programming concept learning outcomes and learning attitudes.
A quasi-experimental design was adopted, involving 28 ninth-grade students divided into an AI-assisted play–learn group and a conventional play–learn group. A six-week instructional intervention was conducted using the Pencil Code platform. Data were collected through pre- and post-tests, a learning attitude questionnaire, and open-ended responses, and were analyzed using both quantitative and qualitative methods.
The quantitative results indicated that both groups showed significant improvement in programming concept learning, demonstrating the effectiveness of the play–learn approach. However, no significant difference was found between the two groups, suggesting that generative AI did not directly influence final learning outcomes. Regarding learning attitudes, no significant differences were found; however, qualitative findings revealed that AI support enhanced students’ learning interest, engagement, and perceived immediate support.
Overall, the findings suggest that generative AI functions primarily as a supportive learning tool by providing timely feedback and conceptual clarification to reduce learning difficulties. However, its effectiveness depends on appropriate teacher guidance and instructional design. This study therefore proposes a process-oriented support perspective, which emphasizes that the contribution of generative AI is manifested mainly in supporting students’ learning processes rather than directly improving short-term learning outcomes.
Keywords：Generative AI, inquiry-based learning, programming education