Conference Session

Computers in Education Division (COED) Track 5.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Friday Emmanuel James, Kansas State University; Joshua Levi Weese, Kansas State University; Nathan H Bean, Kansas State University; Russell Feldhausen, Kansas State University; Michelle Friend, University of Nebraska - Omaha; Robert Stewart, Kansas State University; Carrie Grace Aponte; David S. Allen, Kansas State University

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Diversity

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Computers in Education Division (COED)

Identity, Rural Identity and Teacher Mindset, and, lastly, Teaching Perceptions and Computational Thinking. Qualitative data collected through reflective journals provide information on teachers’ backgrounds and teaching experiences, as well as anticipated professional growth. Following training, the findings show that rural teachers reported positive changes in their identities and teaching competencies and are more likely to advocate for more students to take computer science courses. Teachers in rural areas also showed a marked improvement in confidence and commitment to teaching computer science.1 IntroductionComputer science (CS) education gained significant attention after the publication of aconcerning

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 4.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Bradley Lane Kicklighter P.E., University of Southern Indiana

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Diversity

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Computers in Education Division (COED)

reasons, the authors chose to use LATEX to create teaching materials for their courses. The authors will discuss how they take advantage of LATEX´s modularity, programmability, and typog- raphy to prepare their course materials. Some examples will be provided such as how LATEX is used to create consistent looking syllabi and how it is used to turn on/off solutions in lecture handouts.1 IntroductionResearch indicates that Microsoft Word users rate their experience with Microsoft Word as less efficientthan LATEX users rate their experience with LATEX. In addition LATEX users report significantly higherenjoyment and less frustration than Microsoft Word users with their respective softwares. But, LATEX usersdo acknowledge that

Conference Session

Computers in Education Division (COED) Track 5.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erik Verlage, The Ohio State University; Christian Gabbianelli, Massachusetts Institute of Technology; Kachina Studer, Massachusetts Institute of Technology; Ashim Dhakal, The Ohio State University; Zhen Zhao, Massachusetts Institute of Technology; Meredith Thompson, Massachusetts Institute of Technology; John Liu, Massachusetts Institute of Technology

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Computers in Education Division (COED)

activities which are grounded in the context of the injection molding SPCgame.1. Introduction1.1. Manufacturing Workforce Training NeedsCompanies that aspire to improve manufacturing process control and adopt new technologiesneed a workforce that can interpret and analyze data. While shop floors are rich withopportunities to improve processes, systems, and product design, manufacturing technicians areoften unable to identify these opportunities because of their poor applied math skills. The globalconsulting firm Deloitte highlights data analysis, automated process control, and statisticalanalysis as crucial skills for the emerging manufacturing workforce [1], [2]. However, manyadult learners are anxious about their math skills and struggle to

Conference Session

Computers in Education Division (COED) Track 6.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Raymond Deji Olamijulo, Morgan State University; Kingsley Matthew, Morgan State University; Oluwafemi Samuel Ifesanmi, Morgan State University; Abiola Olayinka Ajala, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

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Diversity

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Computers in Education Division (COED)

mimic real-world problem-solving, offeringstudents the opportunity to experiment with solutions to complex engineering challenges in avirtual setting [1]. The appeal of these games lies in their ability to provide instant feedback,motivating students to learn from their mistakes and continue refining their understanding ofdifficult concepts [2]. This real-time learning process encourages engagement, which is critical formastering abstract engineering principles [3].In fact, studies have highlighted how games can help bridge the gap between theory and practice,offering students hands-on experiences in engineering, such as in games like Kerbal SpaceProgram, which simulates space missions and aerodynamics [4]. Additionally, GBL has shown toimprove

Conference Session

Computers in Education Division (COED) Track 5.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carlos R Morales, Purdue University at West Lafayette

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Computers in Education Division (COED)

. [1]During the second semester, the students execute the project, evaluate their solution, and deliverthe project to the client. To succeed the students must demonstrate, “an ability to applyknowledge, techniques, skills and modern tools of mathematics, science, engineering, andtechnology to solve broadly defined engineering problems appropriate to the discipline” [ETACSO #1] by implementing the technical solution that they proposed to the client. In general, thisentails, researching the literature for solutions to the issues faced by the students and thencritically applying and adapting those techniques to implement a bespoke solution for the client.Solutions explored by the students, regardless of degree of novelty are required to be

Conference Session

Computers in Education Division (COED) Track 3.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eric L Brown, Tennessee Technological University; Douglas A. Talbert, Tennessee Technological University; Jesse Roberts, Tennessee Technological University

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Computers in Education Division (COED)

curriculum mapping processcompared to a manual process conducted by an SME, which will be evaluated through a set of“human in the loop” experiments.To evaluate this question, the paper details the results of the following experiments involving acomputer science/cybersecurity curriculum being mapped to the CAE-CD knowledge units (KU): 1. A single SME will create a manual KU curriculum mapping. 2. Provide an LLM with full curriculum details, including catalog descriptions and syllabi, and create a mapping for a single CAE-CD knowledge unit. 3. Provide an LLM with details of all CAE-CD knowledge units and information for one course (catalog description and syllabus) and create a knowledge unit mapping for that course. 4. Provide

Conference Session

Computers in Education Division (COED) Track 5.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maverick Berner, Marquette University; Darcy Ronan, Sacred Heart University; Dennis W Brylow, Marquette University; Maximus Berner, Marquette University

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Computers in Education Division (COED)

technological innovations continue to advance, computer science is increasingly considered anessential discipline for both our future workforce and engaged citizenry. Consequently, there is agrowing national recognition of the imperative to improve CS education in K-12 to meet publicdemand, embraced by the US Department of Education, researchers and professionals alike [1].Although substantial progress remains to be made, concentrated efforts to improve CS educationin the past decade have shown promising results. The percentage of public high schools inWisconsin that offer foundational CS has increased from merely 34% during AY18 (the academicyear 2017-2018) to 56% in AY22 [2]. Likewise, Connecticut has also seen an increase from 67%in AY19 to 84% in

Conference Session

Computers in Education Division (COED) Track 3.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jamie Emily Loeber, zyBooks, A Wiley Brand; Efthymia Kazakou, zyBooks, A Wiley Brand; Yamuna Rajasekhar, zyBooks, A Wiley Brand; Annie Hui, zyBooks, A Wiley Brand; Nicole Kehaulani Collins, zyBooks, A Wiley Brand

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Computers in Education Division (COED)

course plays a crucial role in shaping a student's decision to pursue a careeror degree in computer science. Research has shown that the way programming concepts areintroduced and taught can significantly impact a student's interest and success in the field, andeffective course design can help engage beginners and foster their interest in the subject [1]. Inthe following three sections, we discuss key factors from the literature that influence studentmotivation and course success. We also outline the motivation behind this study and define theconcept of "effectiveness" as it will be used throughout the paper to validate our findings.ScaffoldingAn important characteristic of an effective learning activity includes an appropriate level

Conference Session

Computers in Education Division (COED) Track 4.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Foley, Universite de Sherbrooke

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Diversity

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Computers in Education Division (COED)

The Development of Concept-Space, a Digital Workspace that Mirrors How the Brain Organizes and Expands Knowledge, Reveals Positive Impacts for Learners, Teamwork and Teachers.1. IntroductionA tool that facilitates effective communication of knowledge and ideas in a way that mimics howthey are generated in the mind is likely to aid in accomplishing three key objectives: 1)enhancing learners' ability to comprehend and construct complex concepts, 2) facilitating thecreation of a shared understanding among teams, and 3) aiding teachers in assessing thecomprehension of their students and the orientation of their teams. This idea started a researcheffort in 2010 to develop such a tool [1], which crystallized in 2020 into the principles

Conference Session

Computers in Education Division (COED) Track 3.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Randy McDonald, Texas A&M University; Salvatore Enrico Paolo Indiogine; Nasiha Lachaud, Texas A&M University; Wei Lu, Texas A&M University; Mohammad Affan Khokhar

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Computers in Education Division (COED)

was used only in a few instances, but given the focus of the course, in mostcases, it did not meet the expectations of the professor.Background and Related LiteratureThe impact of ChatGPT has led to a significant increase in awareness and experimentation withgenerative AI tools among educators since its release in November 2022 [1]. As generativeartificial intelligence technologies have emerged onto the landscape of higher education, therehas been a healthy research interest in how students are using AI to promote their success inclasses, how faculty might integrate AI into their teaching, and how staff employees, in general,might use AI to work more efficiently [2]. The use of generative AI in all these areas isconsiderably nascent and needs

Conference Session

Computers in Education Division (COED) Track 5.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alberto G De La Cruz, Savannah State University; Mir M Hayder, Savannah State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

and engagement in the STEM fields.IntroductionFor the last few decades, STEM programs have been underrepresented by minority students,primarily female students in higher education. Fields such as computer science and engineeringare where the absence of minority and female students is more noticeable; however, subjectssuch as biology, chemistry, and life sciences are more attractive to female students whenselecting a college degree and potential career paths [1]. To address this disparity and increasethe diversity of students in computer science and cybersecurity, especially underrepresentedminorities (URM) and women, it is necessary to create awareness and foster interest from anearly age [2]. Implementing effective STEM programs in the K-12

Conference Session

Computers in Education Division (COED) Track 3.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yuxuan Chen, University of Illinois Urbana-Champaign; Chenyan Zhao, University of Illinois Urbana-Champaign; Kangyu Feng, University of Illinois Urbana-Champaign; Mattox Alan Beckman, University of Illinois Urbana-Champaign; Mariana Silva, University of Illinois Urbana-Champaign

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Computers in Education Division (COED)

applications. To evaluate the impact of the redesigned CS 101 course, a CS1assessment was developed to measure students’ understanding of programming fundamentals,pseudocode interpretation, and Python-specific skills. Future work will focus on incorporatinggroup activities into lab sessions, expanding mini-project offerings, and refining the assessmenttools to further align with the needs of engineering students.1 IntroductionIntroductory computer science (CS) courses, commonly known as CS1 [1], serve a critical role inequipping students with important computational skills, including error handling strategies [2, 3],code-writing proficiency and syntactic accuracy [4, 5], and the development of viable mentalmodels for problem-solving [6, 7, 8]. While

Conference Session

Computers in Education Division (COED) Track 3.E

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ella Kokinda, Clemson University; D. Matthew Boyer, Clemson University; Paige Rodeghero, Clemson University

Tagged Divisions

Computers in Education Division (COED)

graduation [1, 2, 3]. In addition, students are experiencingmore anxiety and computer science culture-related challenges like personal obligations, lack ofsense of belonging, in-class confusion, and lack of confidence, even more so when from anunderrepresented group [4]. Given the challenges we see in student populations, the currentresearch on increasing student success, and the rapidly changing nature of computer science andsoftware development technologies, we believe it is time to take an informal approach to formaleducation pedagogy. Computer science students benefit from informal learning environments thatallow them to apply theoretical concepts in practical contexts while building upon their previouslearning experiences [5]. Often, these

Conference Session

Computers in Education Division (COED) Track 3.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ming Li, The University of Tulsa; Kevin Garcia-Estala, The University of Tulsa; Issai Gutierrez, The University of Tulsa

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Computers in Education Division (COED)

, a custom RISC-V assembler, a framework to useModelSim/Questa for simulating the execution of RISC-V machine code, and an Intel FPGAevaluation board for ultimate verification. Projects can be quickly created around the toolchain tohelp students grasp assembly programming and the principles of processor design. The toolchainis suitable for both introductory and advanced CA courses, having the potential to spark greaterstudent interest and boost the teaching qualify of CA courses.1 IntroductionIt is well-known that computer architecture (CA) courses are the hardest ones to achieve courselearning objectives in computer science or engineering programs [1–4]. The underlying reasonsare two tiers. First, driven by Moore’s law and the continuous

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)

suggest several context-specific recommendations to fill this gap and focus on theresponsible use of AI, creativity, and originality.PAIR (Problem, AI, Interaction, Reflection) Framework Piloted at King’s College London,the PAIR framework [1] structures student engagement with generative AI tools (e.g., ChatGPT)through four iterative phases: Problem Definition, AI Tool Selection, Interactive Experimentation,Reflective Synthesis. Pilot studies using PAIR have shown improvements in AI literacy and aheightened awareness of limitations (e.g., potential hallucinated references in ChatGPT). Whilethis model offers a scaffold for undergraduate and graduate learners, it does not address thehands-on lab work or prototyping stages that are central to

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

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Computers in Education Division (COED)

both academic and professional environments.1 IntroductionThe growing complexity of power systems in today’s energy landscape demands engineerswell-versed in theoretical knowledge and practical problem-solving. In response, engineeringeducation must evolve to equip students with the tools and confidence to tackle real-worldchallenges. This paper explores a curriculum innovation aimed at enhancing students’ technicaland computational skills through the integration of Python programming into an introductorypower systems analysis course.Introducing Python programming early in the curriculum gives students a solid foundation inessential programming concepts, such as functions and basic problem-solving techniques. Whileobject-oriented

Conference Session

Computers in Education Division (COED) Track 6.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kevin Huang, Troy High School; Ivan Zimmerman; Doina Bein, California State University, Fullerton

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Computers in Education Division (COED)

early warning and possible intervention.Ivan ZimmermanDr. Doina Bein, California State University, Fullerton Dr. Bein has an extensive publication record: 13 book chapters, 19 journal articles, and 69 conference papers. Four of her conference papers have received the best paper awards. She was awarded (as PI or co-PI) several research and teaching grants from AF ©American Society for Engineering Education, 2025 Study on the Use of Random Forest Classifier model and Multi-Output Classifier model for Predicting Student Academic Performance and Identifying Areas of Concern Kevin Huang1, Ivan Zimmerman1, Doina Bein2 1

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)

critical exercises where students compare different platforms to determine suitabilityfor specific tasks, promoting a discussion on data ethics, privacy, and academic honesty. Topromote further implications for practice, the study showcases opportunities for reflection, bothas individual users and in groups through using Socratic Dialogue, as faculty and students testthe limitations of different platforms and address the ethics of using GenAI in a world thatincreasingly blurs the lines pertaining to Cyberethics.Keywords: Generative AI, Pedagogical Innovation, AI Usability Spectrum, Bloom’s RevisedTaxonomy, CyberethicsBackgroundWhen ChatGPT was released on November 30, 2022, it amassed a historic one million users inits first five days [1], with

Conference Session

Computers in Education Division (COED) Track 4.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xiuhua Si, California Baptist University; Keith Hekman, California Baptist University; Jinxiang Xi

Tagged Divisions

Computers in Education Division (COED)

designed to reduce the working memory load. Applying CLT to teachingsuggests breaking down new topics into smaller parts and using various techniques to help learnersreduce cognitive load [1]. Many educators have applied CLT in their classrooms to enhancestudents' learning [2] [3] [4]. Research has shown that students perform better when their cognitiveresources focus on understanding concepts rather than peripheral tasks, such as copying equationsduring lectures. Studies have demonstrated that traditional equation solving methods can betedious and mentally exhausting for students, leading to disengagement and poor retention ofmaterial [5]. MathCAD, as a computational tool, promises to mitigate these issues by automatingcalculations and providing

Conference Session

Computers in Education Division (COED) Track 2.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sean P Brophy, Purdue University at West Lafayette (COE); Fadhla Binti Junus, Purdue Engineering Education

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Computers in Education Division (COED)

metacognitive in their work refinements. This studycontributes to the growing body of literature on Generative AI in education, particularly inproviding scalable, timely, and relevant formative feedback on technical writing assessments.I. IntroductionIn problem/project-based instructional models, students are often required to demonstratetheir knowledge and skills through written reports and essays. These assignments are crucialfor developing students’ ability to convincingly communicate the evidence to support theirclaims. Dannels et al. [1] emphasize that students proficient in technical writing are betterprepared for the engineering profession’s demands. However, students tend to prioritizetechnical aspects of projects over writing quality, often

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

Tagged Divisions

Computers in Education Division (COED)

trends of its integration into industrytools seeking to enhance productivity. In doing so, it also contributes meaningfully to theirprofessional development.Keywords: AI in Education, In-class Coding Assistance, Student Engagement, Real-timeFeedback, Enhanced Learning,IntroductionThe rapid advancement of technology has reshaped how education is delivered, with artificialintelligence playing an increasingly pivotal role. One such AI-driven innovation is ChatGPT 4.0,a sophisticated language model developed by OpenAI. Since its debut in November 2022 [1], thistool has been widely utilized in academic settings, significantly impacting various fields of study.Its evolution reflects a broader trend in AI, where intelligent systems are

Conference Session

Computers in Education Division (COED) Track 5.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Russell Feldhausen, Kansas State University; Nathan H Bean, Kansas State University; Joshua Levi Weese, Kansas State University; David S. Allen, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

defining individual students as “rural” based on geographical location is insufficient to account for variances in their interest in computer science careers and their own self-identity as someone who could be a computer scientist. We use this information to inform future research and propose new avenues for engaging “rural” students in computer science.1 IntroductionThe Computer Science For All Initiative [1] set a goal of “offering every student the hands-oncomputer science and math classes that make them job ready on day one” [2]. Previousresearch has shown that rural students have less access and less participation in computerscience education than their urban peers [3]. In fact, approximately one in five students inthe

Conference Session

Computers in Education Division (COED) Track 4.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Paulina Henríquez Lagos, Universidad Andres Bello; Juan Felipe Calderón, Universidad Andres Bello, Viña del Mar, Chile; Ruben Orlando Baeza, Accion Integra; Luis Rojas, Universidad San Sebastián

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Diversity

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Computers in Education Division (COED)

participants achieving their communication goals and80% noting increased task efficiency. The application’s intuitive design also received a 90%positive rating for usability and interface clarity. Comparative analysis with traditional PECSbooks shows that PictoConecta provides a slight performance advantage, particularly for usersrequiring less support.Keywords: Autism Communication, planning activities, Mobile Application, Pictograms,Technology Acceptance Model, Artificial Intelligence (AI)IntroductionAutism Spectrum Disorder is a developmental disability characterized by deficits in socialinteraction or communication and the presence of restricted interests or repetitive behaviors [1].According to the World Health Organization (WHO), it is estimated

Conference Session

Computers in Education Division (COED) Track 2.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephany Coffman-Wolph, Ohio Northern University; Abigail Clark, Ohio Northern University; J. Blake Hylton, Ohio Northern University; Bryan Alan Lutz, Ohio Northern University; Gabriel Mott, Ohio Northern University

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Computers in Education Division (COED)

Computer Science faculty member familiarwith the use of various AI tools, and a student researcher familiar with both technical writingconventions and statistical analysis.BackgroundThere is a growing body of literature on using AI as a tool supporting assessment. Working atAalborg University, Lindsay and Jahromi [1] explored using Natural Language Process (NLP) toassign pass/fail grades to a 2000-word reflective essay. The researchers were motivated to use AIbecause of the labor-intensive nature of grading the essays, which they calculated as “well over500 hours of pass/fail summative assessment work within a very short timeframe” for their 1500students who completed the task. Of the 1500 submissions, Lindsay and Jahromi used 80% ofthe data as a

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 3.E

Collection

2025 ASEE Annual Conference & Exposition

Authors

Samuel B Mazzone, Marquette University; Dennis W Brylow, Marquette University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

and the curriculum. IntroductionTo increase the participation of women and people of color in computer science (CS), UCLAdeveloped the ECS curriculum 1 for use in the Los Angeles Unified School District. ECS servesboth as a high school introductory CS curriculum and a professional development (PD) programfor educators. ECS is built on three core principles: CS content comprehension, inquiry-basedlearning, and educational equity 2 . This approach ensures that CS education is accessible andengaging for underrepresented students, fostering a supportive and equitable learningenvironment 1 . With the help of multiple National Science Foundation grants in the 2010s, ECSspread to many other regions of the

Conference Session

Computers in Education Division (COED) Track 2.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Griffin Pitts, University of Florida; Viktoria Medvedeva Marcus, University of Florida; Sanaz Motamedi, University of Florida

Tagged Topics

Diversity

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Computers in Education Division (COED)

and develop curriculum around AI literacy. With these in place, practitioners caneffectively develop and implement educational systems that leverage AI’s potential in areas suchas immediate feedback and personalized learning support. This approach can enhance the qualityof students’ educational experiences while preserving the integrity of the learning process with AI.1 Introduction and BackgroundArtificial intelligence (AI) chatbots have emerged as a growing resource in educational settings.Advances in large language models (LLMs) have enhanced AI chatbots’ ability to understand andrespond to academic queries, driving their increased adoption in educational settings and sparkinggreater research interest. Open online models such as OpenAI’s

Conference Session

Computers in Education Division (COED) Track 3.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xiangqun Zhang, Syracuse University; Ziyang Jiao, Syracuse University; Farzana Rahman, Syracuse University; Bryan Kim, Syracuse University

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Computers in Education Division (COED)

pr em irt Re M V TopicFigure 1: Topic distribution of the reviewed course offerings based on the recommended CompOrgcourse packaging suggestions in CSC2023. Only technical topics that also exist in CSC2013 areincluded. The memory hierarchy topic is split into VM and storage here

Conference Session

Computers in Education Division (COED) Track 6.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Annie Hui, zyBooks, A Wiley Brand; Nkenge Wheatland, zyBooks, A Wiley Brand; Chelsea L Gordon, zyBooks, A Wiley Brand; Efthymia Kazakou, zyBooks, A Wiley Brand; Neil Thawani, zyBooks, A Wiley Brand; Michael Goldwasser, Saint Louis University; Yamuna Rajasekhar, zyBooks, A Wiley Brand

Tagged Divisions

Computers in Education Division (COED)

quizzes helpful, enjoyable, and worthy of inclusion in the course.IntroductionTo many students, learning to program can be initially overwhelming as the students are requiredto learn and master concepts as well as programming syntax. Laying a strong foundation forprogramming skills is critical to prepare a student for success in an introductory programmingcourse. Having plenty of opportunities to practice coding is essential to enable students to learnprogramming concepts effectively. A lack of effective study strategies combined with anoverload of concepts and not enough time lead to reduced retention and higher drop rates inintroductory programming courses [1].Several research teams have considered the impacts of providing students in