# "ChatGPT Is Here to Help, Not to Replace Anybody" -- An Evaluation of Students' Opinions On Integrating ChatGPT In CS Courses

arXiv: https://arxiv.org/abs/2404.17443 · HTML: https://mlsanity.com/paper/2404.17443/

## Key facts

- Cited by 6 papers in the map (data through 14 Oct 2026).
- Builds on 17 of its 33 references that are in the map.
- First posted on arXiv 26 Apr 2024.

## Builds on (most cited first, 17 of 17)

- [Chain-of-Thought Prompting Elicits Reasoning in Large Language Models](https://mlsanity.com/paper/2201.11903/) (2022)
- [A Systematic Evaluation of Large Language Models of Code](https://mlsanity.com/paper/2202.13169/) (2022)
- [How is ChatGPT's behavior changing over time?](https://mlsanity.com/paper/2307.09009/) (2023)
- [Better Zero-Shot Reasoning with Role-Play Prompting](https://mlsanity.com/paper/2308.07702/) (2023)
- [Grounded Copilot: How Programmers Interact with Code-Generating Models](https://mlsanity.com/paper/2206.15000/) (2022)
- [The Robots are Here: Navigating the Generative AI Revolution in Computing Education](https://mlsanity.com/paper/2310.00658/) (2023)
- [CodeHelp: Using Large Language Models with Guardrails for Scalable Support in Programming Classes](https://mlsanity.com/paper/2308.06921/) (2023)
- ["It's Weird That it Knows What I Want": Usability and Interactions with Copilot for Novice Programmers](https://mlsanity.com/paper/2304.02491/) (2023)
- [Comparing Code Explanations Created by Students and Large Language Models](https://mlsanity.com/paper/2304.03938/) (2023)
- [Exploring the Responses of Large Language Models to Beginner Programmers' Help Requests](https://mlsanity.com/paper/2306.05715/) (2023)
- [Thrilled by Your Progress! Large Language Models (GPT-4) No Longer Struggle to Pass Assessments in Higher Education Programming Courses](https://mlsanity.com/paper/2306.10073/) (2023)
- [Can GPT-4 Support Analysis of Textual Data in Tasks Requiring Highly Specialized Domain Expertise?](https://mlsanity.com/paper/2306.13906/) (2023)
- [Prompt Problems: A New Programming Exercise for the Generative AI Era](https://mlsanity.com/paper/2311.05943/) (2023)
- [Promptly: Using Prompt Problems to Teach Learners How to Effectively Utilize AI Code Generators](https://mlsanity.com/paper/2307.16364/) (2023)
- [Generative AI in Computing Education: Perspectives of Students and Instructors](https://mlsanity.com/paper/2308.04309/) (2023)
- [A Preliminary Analysis on the Code Generation Capabilities of GPT-3.5 and Bard AI Models for Java Functions](https://mlsanity.com/paper/2305.09402/) (2023)
- [LLMs Still Can't Avoid Instanceof: An Investigation Into GPT-3.5, GPT-4 and Bard's Capacity to Handle Object-Oriented Programming Assignments](https://mlsanity.com/paper/2403.06254/) (2024)

## Built on by (most cited first, 6 of 6)

- [The Widening Gap: The Benefits and Harms of Generative AI for Novice Programmers](https://mlsanity.com/paper/2405.17739/) (2024)
- [Beyond the Hype: A Comprehensive Review of Current Trends in Generative AI Research, Teaching Practices, and Tools](https://mlsanity.com/paper/2412.14732/) (2024)
- [Students' Perceptions and Use of Generative AI Tools for Programming Across Different Computing Courses](https://mlsanity.com/paper/2410.06865/) (2024)
- [Novice Developers' Perspectives on Adopting LLMs for Software Development: A Systematic Literature Review](https://mlsanity.com/paper/2503.07556/) (2025)
- [Not the Silver Bullet: LLM-enhanced Programming Error Messages are Ineffective in Practice](https://mlsanity.com/paper/2409.18661/) (2024)
- [Evaluating Code Generation of LLMs in Advanced Computer Science Problems](https://mlsanity.com/paper/2504.14964/) (2025)

## Abstract (arXiv)

Large Language Models (LLMs) like GPT and Bard are capable of producing code based on textual descriptions, with remarkable efficacy. Such technology will have profound implications for computing education, raising concerns about cheating, excessive dependence, and a decline in computational thinking skills, among others. There has been extensive research on how teachers should handle this challenge but it is also important to understand how students feel about this paradigm shift. In this research, 52 first-year CS students were surveyed in order to assess their views on technologies with code-generation capabilities, both from academic and professional perspectives. Our findings indicate that while students generally favor the academic use of GPT, they don't over rely on it, only mildly asking for its help. Although most students benefit from GPT, some struggle to use it effectively, urging the need for specific GPT training. Opinions on GPT's impact on their professional lives vary, but there is a consensus on its importance in academic practice.