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Communications of the Association for Information Systems

Author ORCID Identifier

Carin Van Rooyen: https://orcid.org/0000-0003-0874-4365

Abstract

The integration of generative AI tools in programming platforms presents challenges for higher education institutions, in particular, introductory programming courses in information systems contexts. Uncritical use of AI tools affects students’ cognitive skills development negatively. In response, this study presents a pedagogical scaffold, grounded in instructional scaffolding theory and self-regulated learning principles, that fosters responsible AI engagement while preserving critical and algorithmic thinking, logical reasoning, and learner agency. I applied a design science research approach to design the scaffold and assessed its effectiveness with a quasi-experimental study across two student cohorts in a business school. The results showed a statistically significant improvement of 16% in average grades and a 23.5% reduction in performance variability, demonstrating that the scaffold aligns GenAI use with the cognitive and technical learning objectives of programming education in information systems. This study contributes to Education 4.0 and AI literacy by offering a lightweight, scalable, and theoretically grounded intervention for responsible GenAI integration in introductory information systems programming courses. The findings suggest that structured, lightweight scaffolding can improve student performance while reducing performance variability, highlighting its potential as an equity-supporting approach. This study contributes a replicable, resource-efficient model for integrating GenAI into introductory programming education.

DOI

10.17705/1CAIS.05877

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