Zusammenfassung zu KI-Chatbots im Programmierunterricht mit Scratch von Melanie Kieber

Fri, 30 Jan 2026 13:51:54 GMT
KI-Chatbots im Programmierunterricht mit Scratch

Zu "KI-Chatbots im Programmierunterricht mit Scratch" gibt es von Melanie Kieber folgende Zusammenfassung: "The increasing availability of AI chatbots such as ChatGPT opens up new possibilities for programming lessons in lower secondary education. This exploratory master´s thesis investigated how lower secondary school students use an AI chatbot in block-based programming with Scratch. The aim was to gain insights into usage patterns, reasons for use and non-use as well as typical interaction patterns. In addition, a supporting card set was developed and evaluated to accompany students when using the AI chatbot. This work thus provides initial insights into AI-supported programming lessons at lower secondary level.
The study followed a qualitative-explorative research design and was based on a method triangulation consisting of the analysis of chat histories (survey 1), interviews (survey 2) and a qualitative questionnaire (survey 3). The results show that the students used the AI chatbot very little when programming with Scratch. The majority of students used the AI chatbot to generate code and ideas. In addition to the support scenarios on the card set, the students also used the AI chatbot for assistance in connection with the Scratch programming learning environment, carried out purposeless interactions and requested the generation of non-code content. The reasons for using the AI chatbot included the functional properties of the AI chatbot as well as various personal and answer-related reasons. The main reasons for not using the AI chatbot were personal, social and emotional reasons, task- and answer-related reasons and the individual prerequisites of the students. The interaction patterns showed mainly refining, efficiency-oriented and explorative interaction patterns, in which the students mainly interacted with the AI chatbot in a controlling and dialogical interaction style. Although the card set was not used frequently by the students, the feedback on the areas of format, support, content and design was positive overall. As part of the evaluation of the card set, it was also possible to identify individual aspects of how such support scenarios could be further developed in the future."