Conference Session

ML and Generative AI Tools and Policies

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jason M. Keith, Mississippi State University; Amin Amirlatifi, Mississippi State University; Shahram Rahimi; Subash Neupane, Mississippi State University; Sudip Mittal

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Computers in Education Division (COED)

Paper ID #41009Bark Plug: The ChatGPT of the Bagley College of Engineering at MississippiState UniversityDr. Jason M. Keith, Mississippi State University Jason Keith is the Dean and Earnest W. and Mary Ann Deavenport, Jr. Chair in the Bagley College of Engineering at Mississippi State University, a position he has held since March, 2014. Keith received his B.S. in Chemical Engineering from The University of Akron and his Ph.D. from the University of Notre Dame. Keith is Fellow of ASEE.Amin Amirlatifi, Mississippi State UniversityShahram RahimiSubash Neupane, Mississippi State UniversitySudip Mittal

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Zoe Wood, California Polytechnic State University, San Luis Obispo; Miguel Manoah Refugio Greenberg

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Computers in Education Division (COED)

Paper ID #41661Board 43: AP-CS, ChatGPT and Me: a High School Student PerspectiveDr. Zoe Wood, California Polytechnic State University, San Luis Obispo Whether it is creating computer graphics models of underwater shipwrecks or using art and creativity to help students learn computational thinking, Professor Zoe Wood’s projects unite visual arts, mathematics and computer science.Miguel Manoah Refugio Greenberg ©American Society for Engineering Education, 2024 AP-CS, ChatGPT and Me: a high school student perspectiveAbstractWith the creation of openAI’s ChatGPT system, a problem has arisen in

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Trini Balart, Texas A&M University; Kristi J. Shryock, Texas A&M University

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Computers in Education Division (COED)

Paper ID #43499Board 48: Perceptions of ChatGPT on Engineering Education: A 2022-2023Exploratory Literature ReviewTrini Balart, Texas A&M University Trinidad Balart is a PhD student at Texas A&M University. She completed her Bachelors of Science in Computer Science engineering from Pontifical Catholic University of Chile. She is currently pursuing her PhD in Multidisciplinary Engineering with a focus in engineering education and the impact of AI on education. Her main research interests include Improving engineering students’ learning, innovative ways of teaching and learning, and how artificial intelligence can

Conference Session

Teaching with ML and Generative AI

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anthony Cortez, Point Loma Nazarene University; Paul Daniel Schmelzenbach, Point Loma Nazarene University

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Computers in Education Division (COED)

Paper ID #44437Integrating ChatGPT in an Introductory Engineering Undergraduate Courseas a Tool for FeedbackDr. Anthony Cortez, Point Loma Nazarene University Dr. Cortez is currently an Assistant Professor in the department of Physics and Engineering at Point Loma Nazarene University. He received his BS in Physics from University of California San Diego (UCSD). He went on to complete his MS and Ph.D. in Mechanical Engineering from University of California Riverside (UCR). His research interests include technology as a tool in the classroom, high temperature superconductivity, superconducting detectors, nanofabrication, and

Conference Session

Teaching with ML and Generative AI

Collection

2024 ASEE Annual Conference & Exposition

Authors

Han Kyul Kim, University of Southern California; Aleyeh Roknaldin, University of Southern California; Shriniwas Prakash Nayak, University of Southern California; Xiaoci Zhang, University of Southern California; Muyao Yang, University of Southern California; Marlon Twyman, University of Southern California; Angel Hsing-Chi Hwang, Cornell University; Stephen Lu, University of Southern California

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Computers in Education Division (COED)

Manufacturing Engineering at University of Southern California. His current professional interests include design thinking, collaborative engineering, technological innovation, and education reform. He has over 330 ©American Society for Engineering Education, 2024 ChatGPT and Me: Collaborative Creativity in a Group Brainstorming with Generative AIIntroductionThe emergence of generative AI (genAI), exemplified by ChatGPT, offers unprecedentedopportunities to the education system. However, as this technological advancement gainsmomentum, concerns surrounding hallucination [1, 2] and academic integrity [3, 4] have beenraised, casting doubt on its applicability in educational

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Anthony Cortez, Point Loma Nazarene University; Paul Schmelzenbach, Point Loma Nazarene University

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Diversity

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Computers in Education Division (COED)

Paper ID #48446BOARD # 78: Student Use of ChatGPT and Claude in Introductory EngineeringEducation: Insights into Metacognition and Problem-Solving PatternsDr. Anthony Cortez, Point Loma Nazarene University Anthony Cortez is currently an Assistant Professor in the department of Physics and Engineering at Point Loma Nazarene University. He received his BS in Physics from University of California San Diego (UCSD). He went on to complete his MS and Ph.D. in Mechanical Engineering from University of California Riverside (UCR). His research interests include technology as a tool in the classroom, high temperature superconductivity

Conference Session

Computers in Education Division (COED) Track 5.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Milad Rezvani Rad, University of Southern Indiana; Ronald Diersing, University of Southern Indiana; Ryan Integlia, University of Southern Indiana; Julian Ly Davis, University of Southern Indiana

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Computers in Education Division (COED)

Education, 2025 Enhancing Coding Skills and Learning Efficiency in Engineering Programming Courses by Using AI ToolsAbstractIntegrating AI tools like ChatGPT and Gemini into programming courses, such as the freshman-level Fundamentals of Engineering, provides students with invaluable support for enhancing theircoding skills. One common challenge students face is the correct use of characters and punctuation,which often leads to errors and frustration. This manuscript examines how ChatGPT can helpstudents overcome these obstacles by providing real-time feedback and guidance. In-classexamples were used to evaluate the accuracy of code troubleshooting, and student surveys assessedthe impact on motivation, engagement, and coding

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Reeping, University of Cincinnati; Aarohi Shah, University of Cincinnati

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Computers in Education Division (COED)

concepts, curricular complexity, and advancing quantitative and fully integrated mixed methods.Aarohi Shah, University of Cincinnati ©American Society for Engineering Education, 2024 WIP: A Systematic Review of Embedding Large Language Models in Engineering and Computing Education AbstractThis work-in-progress paper explores how students and faculty are employing large languagemodels (LLMs) like ChatGPT in engineering and computing education contexts through asystematic literature review (SLR) with Arxiv. We screened 717 preprint abstracts of emergingliterature related to LLMs, ultimately analyzing 63 papers. We extracted the educationalapplications

Conference Session

ML and Generative AI Tools and Policies

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lucas J. Wiese, Purdue University at West Lafayette; Alejandra J. Magana, Purdue University at West Lafayette

Tagged Divisions

Computers in Education Division (COED)

Information Technology and Professor of Engineering Education at Purdue University. ©American Society for Engineering Education, 2024 A Department’s Syllabi Review for LLM Considerations Prior to University-standard GuidanceAbstractThe release and widespread use of generative artificial intelligence causes concern for the futureof teaching and learning. Since the release of ChatGPT, some institutions released guidance onits use in education, while other institutions waited for the technology to mature. This study iscontextually situated during the Fall 2023 semester at a single university; Unique because theuniversity had not published LLM guidance yet, but the technology had been out long

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hannah Oluwatosin Abedoh, Morgan State University; Blessing Isoyiza ADEIKA, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Abiola Olayinka Ajala, Morgan State University; OLUWATOYOSI OYEWANDE, Morgan State University

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Diversity

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Computers in Education Division (COED)

Master’s in Advanced Computing and a Bachelor’s in Computer Science, Abiola has expertise in data science, cybersecurity, networking, business analysis, and system administration. A member of ASEE,IEEE who is passionate about STEM education to introduce K1-12 students to computing/ engineering skills and digital literacy.OLUWATOYOSI OYEWANDE, Morgan State University ©American Society for Engineering Education, 2025Perception of the Impact of Artificial Intelligence on EducationAbstractThis work-in-progress paper explores the perceptions of students and educators regarding theimpact of Artificial Intelligence (AI) on education, specifically before and after the release ofOpenAI’s ChatGPT. Using a mixed

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michaela Harper, Utah State University; Cassandra J McCall, Utah State University; Daniel Kane, Utah State University; Wade H Goodridge, Utah State University; Linda Davis Ahlstrom, Utah State University; Oenardi Lawanto, Utah State University

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Computers in Education Division (COED)

, respectively. He also hasextensive experience in working collaboratively with several universities in Asia, the World Bank Institute,and USAID to design and conduct workshops promoting active-learning and life-long learning that issustainable and scalable. Dr. Lawanto’s research interests include cognition, learning, and instruction,and online learning. ©American Society for Engineering Education, 2025 WIP: Voices of the Future: Student Insights on AI's Role in Shaping Learning, Integrity, and Norms in Higher EducationAbstractThis work-in-progress paper explores university students’ perspectives on Generative ArtificialIntelligence (GAI) tools, such as ChatGPT, an increasingly prominent topic in the

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ahmed Ashraf Butt, Carnegie Mellon University; Eesha tur razia babar, University of California, Irvine; Muhsin Menekse, Purdue University, West Lafayette; Ali Alhaddad, Purdue University, West Lafayette

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Diversity

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Computers in Education Division (COED)

Comparative Analysis of Large Language Models and NLP Algorithms to enhance Student Reflection SummariesAbstractThe advent of state-of-the-art large language models has led to remarkable progress incondensing enormous amounts of information into concise and coherent summaries, benefitingfields like education, health, and public policy, etc. This study contributes to the current effort byinvestigating two NLP approaches’ effectiveness in summarizing students’ reflection text. Thisapproach includes Natural Language Processing (NLP) algorithms customized for summarizingstudents’ reflections and ChatGPT, a state-of-the-art large language model. To conduct the study,we used the CourseMIRROR application to collect students’ reflections from

Conference Session

The Best of Computers in Education Division (COED)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yutong Ai, University of Michigan; Maya Baveja, University of Michigan; Akanksha Girdhar, University of Michigan; Melina O'Dell, University of Michigan; Andrew Deorio, University of Michigan

Tagged Divisions

Computers in Education Division (COED)

. The overall survey data indicatedhigh rates of correctness and helpfulness in the Bot responses. We found that hallucination wasnot common, and most incorrect responses were identifiable by students. The Bot also performedbetter than general purpose bots for project-specific help.Our experience can provide insights for faculty using GenAI to assist students in their courses. Acustomized chatbot can be helpful to students and augment traditional course resources.2 Introduction and Related WorkGenerative AI tools, such as ChatGPT [1], have become increasingly prevalent for studentsthroughout the past year [2][3]. A study has shown that the use of ChatGPT in education has had apositive impact on students’ learning and educators’ teaching, with

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ibukun Samuel Osunbunmi, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Viyon Dansu, Florida International University; Yashin Brijmohan, University of Nebraska, Lincoln; Bolaji Ruth Bamidele, Utah State University; Abasiafak Ndifreke Udosen, Purdue University, West Lafayette; Lexy Chiwete Arinze, Purdue University, West Lafayette; Adurangba Victor Oje, University of Georgia; Deborah Moyaki, University of Georgia; Melissa J Hicks, Pennsylvania State University; Bono Po-Jen Shih, Pennsylvania State University

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Diversity

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Computers in Education Division (COED)

Boundaries of Engineering Education.AbstractGenerative artificial intelligence (GAI) has long been used across various fields; however, itsusage in engineering education has been limited. Some areas where GAI tools have beenimplemented in education include intelligent tutoring, assessment, predicting, curriculum design,and personalized student learning. The recent proliferation of CHATGPT and other GAI toolspresents limitless possibilities for transforming engineering pedagogy and assessment. At thesame time, there are challenges associated with implementation. Consequently, there is a need toconduct an empirical study to evaluate these tools' strengths, limitations, and challenges tohighlight potential opportunities for their application in

Conference Session

Computers in Education Division (COED) Track 4.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Arezou Harraf; Yuetong Lin, Embry-Riddle Aeronautical University - Worldwide; A. Mehran Shahhosseini, Indiana State University

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Computers in Education Division (COED)

Worldwide in 2016 as an associate professor in the School of Engineering (formerly Department of Engineering and Technology).Dr. A. Mehran Shahhosseini, Indiana State University A. Mehran Shahhosseini is a Professor in the Department of Applied Engineering and Technology Management at Indiana State University. He has published over 65 articles in different journals and conferences ©American Society for Engineering Education, 2025 Leveraging AI-Based Tool to Guide Students on Literature Review: A Case StudyAbstractThis study aimed to compare the effectiveness of traditional literature review methods withAI-based search tools (ChatGPT 03Mini and Perplexity Pro Paid

Conference Session

Computers in Education Division (COED) Track 2.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Melina O'Dell, University of Michigan; Andrew DeOrio, University of Michigan

Tagged Divisions

Computers in Education Division (COED)

course forum to use as prompts. Anexpert team of instructors evaluated each bot’s response for accuracy (hallucination) andhelpfulness. We used ChatGPT Pro as a baseline “generalist” chatbot.Overall, the specialist bots hallucinated less and were considered more helpful for studentquestions than the generalist bot. The best specialist bot was correct 80% of the time and helpful70% of the time. The generalist bot was correct 70% of the time and helpful only 26% of thetime. There were minimal performance differences between the specialist bots with varyingscopes.Our experience can guide educators using generative AI. First, a custom RAG chatbot is morehelpful than a general-purpose chatbot. Second, a single chatbot with a course-wide scope has

Conference Session

Computers in Education Division (COED) Track 2.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tammy Mackenzie, The Aula Fellowship; Lisa D. McNair, Virginia Tech; Rubaina Khan, University of Toronto; Animesh Paul, University of Georgia; Sreyoshi Bhaduri, Private Corporation

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Diversity

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Computers in Education Division (COED)

designs in mechanical engineering [65], making ethical choices during prototypingin time-sensitive situations such as hackathons [66], and learning disciplinary skills needed fordesign projects through personalized learning [67]. Lastly, a handful of papers explore howGenAI tools can give timely, relevant, and epistemic feedback during design. One exampleis the use of ChatGPT to analyze progress reports, instrumental to team collaborations, byrecommending readability improvements and clarifying complex ideas [68].3.3 PositionsOur review found 33 position papers revealing diverse viewpoints on its integration, eth-ical considerations, and potential applications of GenAI in EE. Specifically, these papersare where authors argue their stance on or

Conference Session

COED: AI and ML Topics

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shatha Jawad, National University; Ronald P. Uhlig, National University; Pradip Peter Dey; Mohammad N. Amin, National University; Bhaskar Sinha, National University

Tagged Divisions

Computers in Education Division (COED)

students learn better and fasterwhen paired with high-quality learning materials and instruction. But due to the array ofavailable specializations in industry categories, selecting the best fit for their interests is a bigchallenge for engineering students. This paper focuses on using AI to help students choose theirengineering program.Using ChatGPTChatGPT is a chatbot launched by OpenAI in November 2022. It is built on top of OpenAI'sGPT-3 family of large language models and is fine-tuned with both supervised andreinforcement learning techniques. We tried to use ChatGPT as a trained AI system to answerthis question, “How ChatGPT helps students to select their program.”ChatGPT answer was:“ChatGPT is a large language generation model developed by

Conference Session

Computers in Education Division (COED) Track 2.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Venkata Alekhya Kusam, University of Michigan - Dearborn; Zheng Song, University of Michigan - Dearborn; Khalid Kattan, University of Michigan - Dearborn; Bruce R Maxim, University of Michigan - Dearborn

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Computers in Education Division (COED)

, zhesong, bmaxim, kkattan}@umich.edu Department of Computer and Information Science, University of Michigan-Dearborn, USAAbstractThis paper presents an investigation into the use of Generative AI (GenAI), specifically ChatGPT,to automate quiz generation in higher education by conducting a case study in a graduateArtificial Intelligence (AI) course. The study aims to compare the quality and relevance ofAI-generated quizzes with manually created ones, addressing a critical question in computerscience education: Can Generative AI effectively support educators in creating assessments thatalign with course learning objectives?We conducted the study in a graduate-level AI course, which involved 47 students, one instructorand one

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Johannes Kubasch, University of Wuppertal; Dominik May, University of Wuppertal; Doha Meslem, Bergische Universität Wuppertal

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Computers in Education Division (COED)

Meslem, Bergische Universit¨at Wuppertal ©American Society for Engineering Education, 2025 WIP: AI in Online Laboratory Teaching - A Systematic Literature ReviewIntroductionThe presence of ChatGPT has recently, and in a short period of time, become increasinglyprevalent in the day-to-day life. Education, being a part and a reflection of the day-to-day life,has therefore also been affected by this change. The fast spread of this technology within thiscontext has however come with its challenges. These include the lack of an adequateunderstanding of it, of how to use it, and how to integrate it in an efficient way in the dailylife (Gill & Kaur, 2023). Many students

Conference Session

Computers in Education Division (COED) Track 6.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shana Shaw, Texas A&M University; L. Taylor Starr, Texas A&M University; laila badran, Texas A&M University

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Diversity

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Computers in Education Division (COED)

[4]. In2024, more research is available for AI in education and industry, including as a virtual assistantusing AI as a prompting tool [14], and as a development bot to enhance software design [18].With the popularity of ChatGPT increasing, from one million users in the first week during thelaunch in 2022, to more than 200 million weekly users in late 2024 [16], the usage of ChatGPTin college engineering courses is expected to follow a significant increase soon. Using AI in the engineering classroom has been seen to offer both advantages anddisadvantages. Students saw an increased confidence in decision-making, critical thinking andproblem-solving skills using AI tools, which may help develop professional skills [14]; however,the

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher Allen Calhoun, University of Cincinnati; David Reeping, University of Cincinnati; Siqing Wei, University of Cincinnati; Aarohi Shah, University of Cincinnati

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Computers in Education Division (COED)

focus of the literature. Within the first monthsof its launch, it was found that ChatGPT could pass law school exams, though it only managed aC+ [20]. This is just one example of the deluge of papers describing how large language modelscan perform reasonably well on traditional examinations (e.g., [21], [22], [23], [24], [25]). Thesemodels are trained using large and diverse sets of writing and employ statistical procedures topredict a response to a statement or question, which can lead to surprising coherence and theappearance of analytical reasoning.In STEM fields, where communication is less in written short responses and more often acombination of diagrams and equations, generative AI tools have seen uneven success in problem-solving. For

Conference Session

Computers in Education Division (COED) Track 4.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Reine Azzi, Lebanese American University

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Computers in Education Division (COED)

Learning: Insights from Liberal Education Courses in Lebanon Reine Azzi Lebanese American University A Framework for Hybrid Human-AI Learning: Insights from Liberal Education Courses in LebanonAbstractThe global debate over Generative Artificial Intelligence (GenAI) has continued in academicinstitutions, resulting in discussions on academic integrity and educational standards in a worldwhere ‘ChatGPT’ use continues to permeate educational, professional, and social contexts.While some academic institutions initially called for banning GenAI tools, many haveemphasized the need to introduce these tools within controlled

Conference Session

Computers in Education Division (COED) Track 4.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marlee Jacobs, Utah State University; Daniel Kane, Utah State University; Rosemary Yahne, Utah State University; Wade H Goodridge, Utah State University

Tagged Divisions

Computers in Education Division (COED)

variety of complex technical topics, students face challenges in understandingand applying theoretical knowledge. AI technologies such as AI-assisted tutoring systems,performance predictions models, and generative AI tools are effective in enhancing studentinteractions with engineering curriculum improving student understanding and engagement[1][2]. By enabling real-time feedback, personalized learning experiences, and interactiveproblem-solving environments, AI tools are creating new opportunities for engineering education[3][4].The advancement of AI technology, particularly generative AI systems such as ChatGPT fosterscritical thinking and collaboration among students. In a study done by Abril students used AItools such as ChatGPT to obtain and

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew Norris, Virginia Tech; Hamidreza Taimoory, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University; Jacob R Grohs, Virginia Polytechnic Institute and State University

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Computers in Education Division (COED)

attention inthe business and public sphere with the release of models like ChatGPT [4] and DALL-E [5],robust applications within the field of engineering education remain are still emerging [6]. Aspart of the recent popularity of large language models (LLM) there have been increasingconcerns about the ethical ramifications in educational and industry settings. In their analysis ofthe practical ethical dangers of ChatGPT Zhuo et al. [7] outline areas of concern for LLMs as agroup; the risk inherent in small models propagating with increased scale, potential biases withinmodel training data, and the ballooning size of LLMs computational requirements. Theseconcerns limit the number of practitioners that are willing to adopt ML, NN, or LLM tools

Conference Session

Computers in Education Division (COED) Track 6.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Abdulrahman AlRabah, University of Illinois at Urbana - Champaign; Zepei Li, University of Illinois at Urbana Champaign; Meredith Blumthal, University of Illinois at Urbana - Champaign; Sotiria Koloutsou-Vakakis, University of Illinois Urbana-Champaign; Volodymyr Kindratenko, University of Illinois Urbana-Champaign; Tomasz Kozlowski, University of Illinois Urbana-Champaign; Abdussalam Alawini, University of Illinois Urbana - Champaign

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Computers in Education Division (COED)

shown a wide range of interests in the AI-in-education domain, with themajority focusing on the applications, impacts, and potential of GenAI in education [2]. Studiesexplore the effects GenAI may have on academic practices and how it could shape the wayindividuals participate in academic activities and achieve educational outcomes. For example,Oguz et al. and Kasneci et al. examined the effectiveness of tools like ChatGPT as educationalaids in personalizing learning [14], [15]. Abedi et al. investigated the integration of LargeLanguage Models (LLMs) and chatbots in graduate engineering education, highlighting theirpotential to enhance self-paced learning, provide instant feedback, and reduce instructor workload[16]. Alasadi and Carlos, as well

Conference Session

Computers in Education Division (COED) Track 2.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Trini Sofia Balart, Texas A&M University; Sidney Katherine Uy Tesy, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Divisions

Computers in Education Division (COED)

increasingly essential. As industries and workplaces continue to adopt advancedtechnologies, particularly artificial intelligence (AI), the demand for professionals equipped withthese skills has intensified [1]. Generative AI (GenAI) tools, which are transforming varioussectors, offer the potential to revolutionize educational methodologies by fostering these criticalskills among students. These tools, such as ChatGPT, can provide adaptive learning experiences,real-time feedback, and interactive problem-solving opportunities [2], [3]. While the integration of AI into educational environments promises to create morepersonalized, engaging, and effective learning experiences, its potential impact on durable skilldevelopment remains underexplored

Conference Session

Computers in Education Division (COED) Track 5.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sita Vaibhavi Gunturi, Pennsylvania State University, Harrisburg, The Capital College; Jeremy Joseph Blum, Pennsylvania State University, Harrisburg, The Capital College; Tyler S. Love, University of Maryland Eastern Shore

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Computers in Education Division (COED)

. Gunturi1, Jeremy J. Blum1, Tyler S. Love2 1 Pennsylvania State University, Harrisburg 2 University of Maryland Eastern Shore AbstractGenerative AI, powered by Large Language Models (LLMs), has the potential to automateaspects of software engineering. This study implemented a monostrand conversion mixed-methods approach to examine how computer science students utilize generative AI toolsduring a competitive programming competition across multiple campuses. Participants usedtools such as ChatGPT, GitHub Copilot, and Claude and submitted transcripts documentingtheir interactions for analysis. Drawing

Conference Session

Computers in Education Division (COED) Track 3.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robert J Kerestes, University of Pittsburgh; Jack Thomas Carnovale, University of Pittsburgh; Paulo Radatz

Tagged Divisions

Computers in Education Division (COED)

asked, ”I understand the roleof programming (i.e., Python) in Power Systems Analysis,” while Q2 asked, ”I feel confident inmy ability to use Python for solving basic engineering problems.” Q4 focused on the use ofgenerative AI tools with the question, ”To what extent did you use generative AI tools (e.g.,ChatGPT, GitHub Copilot) to assist you in learning or completing Python assignments?” TheLikert scale ranged from ”Strongly Disagree” (1) to ”Strongly Agree” (5) for Q1 and Q2, andfrom ”Never” (1) to ”Always” (5) for Q4.Two open-ended questions (Q3 and Q5) provided opportunities for students to share qualitativefeedback. Q3 asked, ”Is there anything you would like the instructor to know, or do you have anyrecommendations for improving the

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katie Vu, University of Michigan; Avery Mitchell Maddox, University of Michigan; Caleb William Tonon, University of Michigan; Guli Zhu, University of Michigan; Tyler Wang, Stony Brook University; Rafael Mendes Opperman, University of Michigan; Qiuyi Ding, University of Michigan; Zifei Bai, University of Michigan; zhanhao liu, University of Michigan; Ziyi Wang, University of Michigan; Arvind Rao, University of Michigan; Daniel Yoon, University of Michigan

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Computers in Education Division (COED)

engines where the user must search through resources related totheir query. Also like a personal tutor, their utility is dependent upon their ability to draw fromtheir knowledge base to give accurate responses. OpenAI promotes the breadth of knowledge intheir latest model, GPT-4 [2], underpinning their general-purpose chat application ChatGPT [3],which is capable of scoring a 5, the best score possible, on advanced placement exams for arthistory, biology, macroeconomics and more [2]. This high level of performance has led to amassive increase in use by students across academic disciplines, with mixed acceptance at theuniversity and department level. How to ensure that students gain experience with these tools,which are likely to be essential