Understanding Generative AI Use in Programming MOOCs: The Role of Course Context and Learner Characteristics

Abstract:The increasing availability of generative artificial intelligence (GenAI) tools, such as ChatGPT and code-completion assistants, raises questions about how learners integrate these tools into learning activities, particularly in MOOCs that attract diverse participant populations. This study examines the use of GenAI in two programming MOOCs taught in Estonian that differ in duration, workload, topic complexity, and assignment volume: About Programming (4 weeks, 26 expected hours, n = 187) and Introduction to Programming (8 weeks, 78 expected hours, n = 182). Post-course questionnaire data were analyzed using non-parametric statistical methods to examine self-reported adoption, usage frequency, and purposes of GenAI use across courses and learner backgrounds. The results show that GenAI adoption was widespread in both MOOCs, with no statistically significant differences by gender, age, education level, or prior programming experience. However, participants in the longer, more extensive MOOC reported significantly higher usage frequency and were more likely to use GenAI for debugging and idea generation. Reported usage frequency for code explanation and debugging was also higher in the longer course. Exploratory analyses found limited relationships between GenAI use and learning-related outcomes. The findings suggest that course context may play a greater role than learner characteristics in shaping how GenAI tools are used. These results provide implications for instructional design and guidance in programming education.

Artificial Intelligence (cs.AI); Computers and Society (cs.CY); Human-Computer Interaction (cs.HC)

arXiv:2610.04447 [cs.AI]

(or arXiv:2610.04447v1 [cs.AI] for this version)

https://doi.org/10.48550/arXiv.2610.04447 Focus to learn more arXiv-issued DOI via DataCite (pending registration)

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