Evaluating CS1-LLM: Integrating LLMs and Examining Student Outcomes in an Introductory Computer Science Course

Abstract

Large language models (LLMs) have broad implications for education in general, impacting the foundations of what we teach and how we assess. This is especially true in computing, where LLMs tuned for coding have demonstrated shockingly good performance on the types of assignments historically used in introductory CS (CS1) courses. As a result, CS1 courses will need to change in terms of the skills that are taught and how they are assessed. Computing education researchers have begun to study student use of LLMs, but there remains much to be understood about the ways that these tools affect student outcomes. In this paper, we present the design and evaluation of a new CS1 course at a large research-intensive university that integrates the use of LLMs for student learning. We describe the design principles used to create our course, our new course objectives, and evaluation of student outcomes and perceptions throughout the course as measured by assessment scores and surveys. Our findings suggest that 1) student exam performance outcomes, including differences among demographic groups, are largely similar to historical outcomes for courses without integration of LLM tools, 2) large, open-ended projects may be particularly valuable in an LLM context, and 3) students predominantly found the LLM tools helpful, although some had concerns regarding overreliance on the tools.