Cognitive Apprenticeship and Artificial Intelligence Coding Assistants
Eric Poitras, Brent Glen Charles Crane, David Dempsey, Tavis A. Bragg, Angela A. Siegel, Michael Pin-Chuan Lin · Advances in educational technologies and instructional design book series · 2024
The aim of this chapter is to examine the impact that AI coding assistants have on the manner in which novice programmers learn to read, write, and revise code. These discussions revolve around the concept of cognitive apprenticeship, a pedagogical framework informed by extensive research on tutoring dialogues and collaborative problem-solving practices. It involves guided instruction through modeling, coaching, and scaffolding. Within the realm of programming, these principles hold the key to nurturing skills in reading, writing, and revising code, thus making the learning process more effective and engaging. The chapter concludes by reflecting on the challenges and considerations of implementing cognitive apprenticeship within AI coding assistants. These insights are intended to benefit educators, developers, and researchers alike, offering a roadmap to enhance the learning experiences of novice programmers through AI support.