# Integrating ChatGPT in a Computer Science Course: Students Perceptions and Suggestions

arXiv: https://arxiv.org/abs/2402.01640 · HTML: https://mlsanity.com/paper/2402.01640/

## Key facts

- Cited by 3 papers in the map (data through 14 Oct 2026).
- First posted on arXiv 22 Dec 2023.

## Built on by (most cited first, 3 of 3)

- [One Step at a Time: Combining LLMs and Static Analysis to Generate Next-Step Hints for Programming Tasks](https://mlsanity.com/paper/2410.09268/) (2024)
- [Novice Developers' Perspectives on Adopting LLMs for Software Development: A Systematic Literature Review](https://mlsanity.com/paper/2503.07556/) (2025)
- [Understanding Student Interaction with AI-Powered Next-Step Hints: Strategies and Challenges](https://mlsanity.com/paper/2511.06362/) (2025)

## Abstract (arXiv)

The integration of artificial intelligence tools such as ChatGPT in the education system has gained attention in recent years. This experience report explores students' perceptions and suggestions for integrating ChatGPT in a computer science course. Following a ChatGPT activity which includes code completion and analysis, seven students participated in in-depth interviews. Findings from the transcribed interviews suggest that ChatGPT has the potential to enhance learning experience including programming. They highlighted the tool's ability to respond immediately to queries and supporting personalised learning. However, they raise concerns that heavy reliance on ChatGPT may adversely affect students' critical thinking and problem-solving skills. These findings show the importance of carefully balancing using ChatGPT in computer science courses. The findings of this research have significant implications for educators, curriculum designers and policymakers as they explore integrating AI tools into educational contexts.