Dr. Wassnaa Al-Mawee has developed an AI-driven learning model that helps students develop analytical thinking.
Kalamazoo, Michigan—As educators grapple with the implications of using artificial intelligence (AI), a Western Michigan University computer science instructor is ahead of the curve by incorporating AI into instruction to teach students how to use AI responsibly as a learning aid, with an emphasis on questioning, reasoning, and reflection rather than simply generating answers.
Supported by a WMU teaching and learning grant. Dr. Wasna Al MawiFaculty who are experts in computer science sought a solution for teaching students in the basic programming course CS 1110: Introduction to Python Programming.
Al-Mawee noted that students often struggle with algorithmic thinking and are increasingly relying on AI for code generation, limiting the development of problem-solving skills. To address this, she developed an AI-driven gradual learning model that allows students to use AI in ways that develop analytical thinking.
Following the success of the pilot, a system built on ChatGPT-4 Teams as a programming tool for solution development and debugging was incorporated into the course offering, and Al-Mawee taught how to use it effectively. Al-Mawi is seeking opportunities to provide funding and expand adoption of the model.
“Most students enter CS 1110 with some informal exposure to AI tools such as ChatGPT, often used for homework help or code generation,” Al-Mawee explains. “However, they typically lack experience using AI in a disciplined, ethical, and learning-centered way.”
Al-Mawee piloted an AI-driven gradual learning model in his course with small groups of six students. Built on ChatGPT-4 Teams, the customized AI-powered learning assistant was incorporated into two core programming projects focused on functionality, menu-driven design, file handling, and exception handling.
Assistants guided students through the following five-step instructional framework:
- Problem breakdown
- algorithm design
- Code implementation
- self-evaluation
- Debugging and reflection
At each stage, students actively articulated their reasoning, developed pseudocode, implemented and tested their programs, and reflected on their learning. AI-powered learning assistants provided structured feedback and targeted hints rather than perfect solutions, and held students accountable for their work.
“My role was to teach students how to approach each step intentionally, with an emphasis on pre-coding planning, systematic debugging, and post-completion reflection,” says Al Mahwi. “This approach transformed AI from a passive code generator to an active learning partner that scaffolded critical thinking, independent reasoning, and problem-solving skills, while also serving as a replacement for interview-based assessments.”
For students, Al-Mawee’s efforts are paying off, providing insight into the effective and ethical use of AI as a tool.
“I learned that AI is a tool that helps me by understanding the learning process,” he says Stalin Jaian undergraduate student in Computer Information Systems and a minor in Computer Science. “Although it doesn’t answer every problem, what AI has given me is guidance and reference materials to use to learn how to solve problems I have, such as assignments and exams.”
Other students echoed Giay’s insights in their course feedback, including comments such as:
“The most useful feature of the CS1110 Learning Assistant was the ability to take the rough pseudocode I had written and format it into a format that could be easily adjusted to actual code. I didn’t change my concept, but it took what the user said and added appropriate indentation and spacing, so it was easy to convert words to code.”
“The most helpful thing was the feedback on my work and the hints I was given while completing the assignments.”
“It explains how each code works so you can understand how to use the code for future reference.”
WMU offers bachelor’s and master’s degrees in computer science and cybersecurity, as well as doctoral degrees. in the field of computer science. For more information about these majors, please visit the Department of Computer Science website.
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