{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,4]],"date-time":"2026-06-04T18:09:47Z","timestamp":1780596587488,"version":"3.54.1"},"reference-count":62,"publisher":"MDPI AG","issue":"5","license":[{"start":{"date-parts":[[2025,5,9]],"date-time":"2025-05-09T00:00:00Z","timestamp":1746748800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Computers"],"abstract":"<jats:p>This systematic review and meta-analysis investigates the impact of artificial intelligence (AI) tools, including ChatGPT 3.5 and GitHub Copilot, on learning outcomes in computer programming courses. A total of 35 controlled studies published between 2020 and 2024 were analysed to assess the effectiveness of AI-assisted learning. The results indicate that students using AI tools outperformed those without such aids. The meta-analysis findings revealed that AI-assisted learning significantly reduced task completion time (SMD = \u22120.69, 95% CI [\u22122.13, \u22120.74], I2 = 95%, p = 0.34) and improved student performance scores (SMD = 0.86, 95% CI [0.36, 1.37], p = 0.0008, I2 = 54%). However, AI tools did not provide a statistically significant advantage in learning success or ease of understanding (SMD = 0.16, 95% CI [\u22120.23, 0.55], p = 0.41, I2 = 55%), with sensitivity analysis suggesting result variability. Student perceptions of AI tools were overwhelmingly positive, with a pooled estimate of 1.0 (95% CI [0.92, 1.00], I2 = 0%). While AI tools enhance computer programming proficiency and efficiency, their effectiveness depends on factors such as tool functionality and course design. To maximise benefits and mitigate over-reliance, tailored pedagogical strategies are essential. This study underscores the transformative role of AI in computer programming education and provides evidence-based insights for optimising AI-assisted learning.<\/jats:p>","DOI":"10.3390\/computers14050185","type":"journal-article","created":{"date-parts":[[2025,5,12]],"date-time":"2025-05-12T06:17:08Z","timestamp":1747030628000},"page":"185","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":11,"title":["The Influence of Artificial Intelligence Tools on Learning Outcomes in Computer Programming: A Systematic Review and Meta-Analysis"],"prefix":"10.3390","volume":"14","author":[{"given":"Manal","family":"Alanazi","sequence":"first","affiliation":[{"name":"Department of Computer Science and Information Technology, La Trobe University, Melbourne 3086, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9519-886X","authenticated-orcid":false,"given":"Ben","family":"Soh","sequence":"additional","affiliation":[{"name":"Department of Computer Science and Information Technology, La Trobe University, Melbourne 3086, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5199-3677","authenticated-orcid":false,"given":"Halima","family":"Samra","sequence":"additional","affiliation":[{"name":"Computer Science & Information Technology, King Abdulaziz University, Jeddah 21589, Saudi Arabia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Alice","family":"Li","sequence":"additional","affiliation":[{"name":"La Trobe Business School, La Trobe University, Melbourne 3086, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2025,5,9]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"e31339","DOI":"10.1002\/jcp.31339","article-title":"Special considerations for the use of AI tools by PEERs as a learning and communication aid","volume":"239","author":"Arango","year":"2024","journal-title":"J. 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