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Next-Generation Programming Education: Integrating Generative AI and Collaborative Tools for...
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Next-Generation Programming Education: Integrating Generative AI and Collaborative Tools for Cutting-Edge Learning Experiences

A special issue of Information (ISSN 2078-2489). This special issue belongs to the section "Information Systems".

Deadline for manuscript submissions: 31 August 2025 | Viewed by 17742

Special Issue Editors

Prof. Dr. Ricardo Queirós

E-Mail Website
Guest Editor
Department of Informatics, Media Arts and Design School, Polytechnic of Porto, 4200-465 Porto, Portugal
Interests: e-learning interoperability; computer programming education; gamification
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Mário Pinto

E-Mail Website
Guest Editor
Department of Informatics, Media Arts and Design School, Polytechnic of Porto, 4200-465 Porto, Portugal
Interests: computer programming education; gamification; knowledge management systems; e-learning
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

We invite all of you to contribute research and knowledge to this Special Issue to explore the innovations and advancements in the field of next-generation programming education.

In recent years, programming education has undergone a transformative revolution driven by the integration of generative Artificial Intelligence (AI) and collaborative tools. This has introduced new possibilities, empowering both educators and learners to embrace cutting-edge learning experiences in the realm of programming and computer science. We encourage submissions of original research articles, and reviews that delve into various aspects of this intersection, including, but not limited to:

  • Novel approaches and methodologies in next-generation programming education.
  • The use of generative AI to enhance coding practice and understanding.
  • Collaborative tools and platforms fostering interactive programming learning.
  • Evaluations and outcomes of integrating generative AI in coding curricula.
  • Best practices and success stories in implementing cutting-edge learning experiences.

In this Special Issue, we may receive the best papers from the International Computer Programming Education Conference (ICPEC’ 2023), as well as other independent papers.

Prof. Dr. Ricardo Queirós
Prof. Dr. Mário Pinto
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Information is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • adaptive learning systems
  • coding assessment techniques
  • computer programming
  • collaborative tools
  • gamification
  • generative AI
  • learning analytics
  • personalized learning in programming

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Published Papers (4 papers)

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Research

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26 pages, 436 KiB  
Article
May the Source Be with You: On ChatGPT, Cybersecurity, and Secure Coding
by Tiago Espinha Gasiba, Andrei-Cristian Iosif, Ibrahim Kessba, Sathwik Amburi, Ulrike Lechner and Maria Pinto-Albuquerque
Information 2024, 15(9), 572; https://doi.org/10.3390/info15090572 - 18 Sep 2024
Viewed by 1783
Abstract
Software security is an important topic that is gaining more and more attention due to the rising number of publicly known cybersecurity incidents. Previous research has shown that one way to address software security is by means of a serious game, the CyberSecurity [...] Read more.
Software security is an important topic that is gaining more and more attention due to the rising number of publicly known cybersecurity incidents. Previous research has shown that one way to address software security is by means of a serious game, the CyberSecurity Challenges, which are designed to raise awareness of software developers of secure coding guidelines. This game, proven to be very successful in the industry, makes use of an artificial intelligence technique (laddering technique) to implement a chatbot for human–machine interaction. Recent advances in machine learning have led to a breakthrough, with the implementation and release of large language models, now freely available to the public. Such models are trained on a large amount of data and are capable of analyzing and interpreting not only natural language but also source code in different programming languages. With the advent of ChatGPT, and previous state-of-the-art research in secure software development, a natural question arises: to what extent can ChatGPT aid software developers in writing secure software? In this work, we draw on our experience in the industry, and also on extensive previous work to analyze and reflect on how to use ChatGPT to aid secure software development. Towards this, we conduct two experiments with large language models. Our engagements with ChatGPT and our experience in the field allow us to draw conclusions on the advantages, disadvantages, and limitations of the usage of this new technology. Full article
(This article belongs to the Special Issue Next-Generation Programming Education: Integrating Generative AI and Collaborative Tools for Cutting-Edge Learning Experiences)
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17 pages, 3841 KiB  
Article
An Image-Based User Interface Testing Method for Flutter Programming Learning Assistant System
by Soe Thandar Aung, Nobuo Funabiki, Lynn Htet Aung, Safira Adine Kinari, Khaing Hsu Wai and Mustika Mentari
Information 2024, 15(8), 464; https://doi.org/10.3390/info15080464 - 3 Aug 2024
Cited by 2 | Viewed by 1634
Abstract
Flutter has become popular for providing a uniform development environment for user interfaces (UIs) on smart phones, web browsers, and desktop applications. We have developed the Flutter programming learning assistant system (FPLAS) to assist its novice students’ self-study. We implemented the Docker-based Flutter [...] Read more.
Flutter has become popular for providing a uniform development environment for user interfaces (UIs) on smart phones, web browsers, and desktop applications. We have developed the Flutter programming learning assistant system (FPLAS) to assist its novice students’ self-study. We implemented the Docker-based Flutter environment with Visual Studio Code and three introductory exercise projects. However, the correctness of students’ answers is manually checked, although automatic checking is necessary to reduce teachers’ workload and provide quick responses to students. This paper presents an image-based user interface (UI) testing method to automate UI testing by the answer code using the Flask framework. This method produces the UI image by running the answer code and compares it with the image made by the model code for the assignment using ORB and SIFT algorithms in the OpenCV library. One notable aspect is the necessity to capture multiple UI screenshots through page transitions by user input actions for the accurate detection of changes in UI elements. For evaluations, we assigned five Flutter exercise projects to fourth-year bachelor and first-year master engineering students at Okayama University, Japan, and applied the proposed method to their answers. The results confirm the effectiveness of the proposal. Full article
(This article belongs to the Special Issue Next-Generation Programming Education: Integrating Generative AI and Collaborative Tools for Cutting-Edge Learning Experiences)
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19 pages, 1247 KiB  
Article
A Study of Learning Environment for Initiating Flutter App Development Using Docker
by Soe Thandar Aung, Nobuo Funabiki, Lynn Htet Aung, Safira Adine Kinari, Mustika Mentari and Khaing Hsu Wai
Information 2024, 15(4), 191; https://doi.org/10.3390/info15040191 - 30 Mar 2024
Cited by 6 | Viewed by 3611
Abstract
The Flutter framework with Dart programming allows developers to effortlessly build applications for both web and mobile from a single codebase. It enables efficient conversions to native codes for mobile apps and optimized JavaScript for web browsers. Since utilizing a wide range of [...] Read more.
The Flutter framework with Dart programming allows developers to effortlessly build applications for both web and mobile from a single codebase. It enables efficient conversions to native codes for mobile apps and optimized JavaScript for web browsers. Since utilizing a wide range of widgets in Flutter ensures consistent experiences on various devices for users, it becomes crucial in programming education by providing a unified environment for learning app development while reducing the need for platform-specific knowledge. However, the setup of the Flutter environment is challenging for novice students due to its multiple steps, such as installing dependencies and configuring environments. To support independent learning for these students, it is essential to simplify the setup by providing user-friendly instructions and automated tools. In this paper, we present a Docker-based environment for Flutter app developments across Windows, Linux, and Mac through Visual Studio Code, ensuring a unified learning experience. This paper aims to simplify complex configurations and address the obstacles encountered by students when initiating Flutter projects. For the evaluation, we prepared three simple Flutter projects along with the setup environment in a Docker container. Then, we asked 24 Master’s students at Okayama University, Japan, to install the environment and modify the source codes in the projects independently by following the given instructions. The results show that all the students successfully completed the assignments, which confirms the efficiency and validity of our proposal. Full article
(This article belongs to the Special Issue Next-Generation Programming Education: Integrating Generative AI and Collaborative Tools for Cutting-Edge Learning Experiences)
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Review

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22 pages, 2328 KiB  
Review
Generative AI, Research Ethics, and Higher Education Research: Insights from a Scientometric Analysis
by Saba Mansoor Qadhi, Ahmed Alduais, Youmen Chaaban and Majeda Khraisheh
Information 2024, 15(6), 325; https://doi.org/10.3390/info15060325 - 2 Jun 2024
Cited by 5 | Viewed by 9019
Abstract
In the digital age, the intersection of artificial intelligence (AI) and higher education (HE) poses novel ethical considerations, necessitating a comprehensive exploration of this multifaceted relationship. This study aims to quantify and characterize the current research trends and critically assess the discourse on [...] Read more.
In the digital age, the intersection of artificial intelligence (AI) and higher education (HE) poses novel ethical considerations, necessitating a comprehensive exploration of this multifaceted relationship. This study aims to quantify and characterize the current research trends and critically assess the discourse on ethical AI applications within HE. Employing a mixed-methods design, we integrated quantitative data from the Web of Science, Scopus, and the Lens databases with qualitative insights from selected studies to perform scientometric and content analyses, yielding a nuanced landscape of AI utilization in HE. Our results identified vital research areas through citation bursts, keyword co-occurrence, and thematic clusters. We provided a conceptual model for ethical AI integration in HE, encapsulating dichotomous perspectives on AI’s role in education. Three thematic clusters were identified: ethical frameworks and policy development, academic integrity and content creation, and student interaction with AI. The study concludes that, while AI offers substantial benefits for educational advancement, it also brings challenges that necessitate vigilant governance to uphold academic integrity and ethical standards. The implications extend to policymakers, educators, and AI developers, highlighting the need for ethical guidelines, AI literacy, and human-centered AI tools. Full article
(This article belongs to the Special Issue Next-Generation Programming Education: Integrating Generative AI and Collaborative Tools for Cutting-Edge Learning Experiences)
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