Programming education and learner motivation in the age of generative AI: student and educator perspectives

Abstract

Purpose Programming education is being rapidly transformed by generative AI tools and educators must determine how best to support students in this context. This study aims to explore the experiences of programming educators and students to inform future education provision. Design/methodology/approach Twelve students and six members of faculty in a small technology-focused university were interviewed. Thematic analysis of the interview data was combined with data collected from a survey of 44 students at the same university. Self-determination theory was applied as an analytical framework. Findings Three themes were identified – bespoke learning, affect and support – that significantly impact motivation and learning outcomes in programming education. It was also found that students are already making extensive use of large language models (LLMs). LLMs can significantly improve learner autonomy and sense of competence by improving the options for bespoke learning; fostering emotions that are conducive to engendering and maintaining motivation; and inhibiting the negative affective states that discourage learning. However, current LLMs cannot adequately provide or replace social support, which is still a key factor in learner motivation. Research limitations/implications Integrating the use of LLMs into curricula can improve learning motivation and outcomes. It can also free educators from certain tasks, leaving them with more time and capacity to focus their attention on developing social learning opportunities to further enhance learner motivation. Originality/value To the best of the authors’ knowledge, this is the first attempt to explore the relationship between motivation and LLM use in programming education.