Evaluating Self-Efficacy and Acceptance of CoderBot in Introductory Programming Courses: an exploratory study

• André Mendes Federal University of Pampa
• Renato Garcia Federal Institute of Mato Grosso do Sul
• João Villa Federal University of Pampa
• Ana Oran Federal University of Amazonas
• Brenda S. Santana Federal University of Pelotas https://orcid.org/0000-0002-4853-5966
• Gilleanes T. A. Guedes Federal University of Pampa
• Davi G. Silva Federal Institute of Pará
• Pedro Valle University of São Paulo https://orcid.org/0000-0002-6929-7557
• Williamson Silva Federal University of Pampa https://orcid.org/0000-0003-1849-2675

DOI: https://doi.org/10.5753/sbie.2024.244885

Abstract

Programming contents are considered complex from the student’s perspective. Chatbots are an emerging technology that has stood out as a pedagogical agent in teaching programming. In this context, we propose the CoderBot as an educational pedagogical agent based on Example-Based Learning. We designed CoderBot to help students understand programming content. We conducted an exploratory study with 103 undergraduate students in introductory programming courses to assess their self-efficacy and acceptance of CoderBot.We highlight the ease of use of CoderBot, improvements in understanding concepts, and the positive impact on students’ motivation and self-confidence.

Keywords: chatbot, programming learning, coderbot, self-efficacy, acceptance

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