In recent years, large language models (LLMs) have been employed significantly in different domains of computing education. Nevertheless, these models have been focused on essential adherence to their integration as coding assistants in computing education. However, attention has been switched to thoroughly examining and analyzing LLM behavior, particularly in computing education for programming tasks such as code generation, code explanation, and programming error message explanation. Therefore, it becomes imperative to understand their behavior to examine potential pitfalls. This article addresses this gap systematically and details how different LLM-based coding chatbots, such as ChatGPT, Codex, Copilot, and others, react to various coding inputs within computing education. To achieve this objective, we collected and analyzed articles from 2021 to 2024, and 72 studies were thoroughly examined. These objectives include investigating the existing limitations and challenges associated with utilizing these systems for coding tasks, assessing their responses to prompts containing coding syntax, examining the impact of their output on student learning, and evaluating their performance as debugging tools. The findings of this review highlight that it is premature to incorporate these systems into computing education due to their limitations that may limit their effectiveness as comprehensive coding assistants for computer science students. These limitations include issues with handling prompts containing code snippets, potential negative impacts on student learning, limited debugging capabilities, and other ineffectiveness. The finding also reports multiple research directions that can be considered in future research related to LLMs in computing education.

Autism Spectrum Disorder (ASD) encompasses various neurological disorders with symptoms varying by age, development, genetics, and other factors. Core symptoms include decreased pain sensitivity, difficulty sustaining eye contact, incorrect auditory responses, and social engagement issues. Diagnosing ASD poses challenges as signs can appear at early stages of life, leading to delayed diagnoses. Traditional diagnosis relies mainly on clinical observation, which is a subjective and time-consuming approach. However, AI-driven techniques, primarily those within machine learning and deep learning, are becoming increasingly prevalent for the efficient and objective detection and classification of ASD. In this work, we review and discuss the most relevant related literature between January 2016 and May 2024 by focusing on ASD detection or classification using diverse technologies, including magnetic resonance imaging, facial images, questionnaires, electroencephalogram, and eye tracking data. Our analysis encompasses works from major research repositories, including WoS, PubMed, Scopus, and IEEE. We discuss rehabilitation techniques, the structure of public and private datasets, and the challenges of automated ASD detection, classification, and therapy by highlighting emerging trends, gaps, and future research directions. Among the most interesting findings of this review are the relevance of questionnaires and genetics in the early detection of ASD, as well as the prevalence of datasets that are biased toward specific genders, ethnicities, or geographic locations, restricting their applicability. This document serves as a comprehensive resource for researchers, clinicians, and stakeholders, promoting a deeper understanding and advancement of AI applications in the evaluation and management of ASD.

The integration of artificial intelligence-based coding assistants (AI-CAs) into computing education introduces both opportunities and challenges, particularly for programming tasks. The effective adoption of these tools requires attention to students’ trust, learning motivation, and perception of AI-CAs’ reliability. Therefore, this study explores how undergraduate computer science students perceive and accept AI-CAs for programming tasks. The study analyzed computer science students’ perceptions of using AI-CAs, collecting responses from 311 students across different semesters in Mexico. This study extended the technology acceptance model (TAM) by incorporating six external factors: three from learning motivation (learning motivation, achievement goals, and subjective norms) and three trust-related factors (trust, doubt, and insecurity). The data analysis was performed using structural equation modeling (SEM). The results show that certain factors, such as learning interest, achievement goals, and trust, significantly enhance students’ perceived usefulness and ease of use, thereby increasing their intention to adopt AI-CAs for programming tasks. On the contrary, subjective norms, doubt, and insecurity showed limited influence on acceptance. Overall, this research validates the TAM in the context of AI-CAs in programming education and provides actionable insights for educators aiming to leverage AI tools effectively in computing education. It also offers fresh perspectives on adopting AI-CAs in programming education and reveals new perspectives on factors influencing students’ engagement with AI-CAs.

The rapid integration of computational thinking (CT) into STEM education highlights its importance as a critical skill for problem-solving in the digital age, equipping students with the cognitive tools needed to address complex challenges systematically. This study evaluates CT skills among Engineering and Computer Science students using a multi-method approach by combining quantitative methods (CTT scores and CTS responses) with qualitative methods (thematic analysis of open-ended questions), integrating objective assessments, self-perception scales, and qualitative insights. The Computational Thinking Test (CTT) measures proficiency in core CT sub-competencies, abstraction, decomposition, algorithmic thinking, and pattern recognition through objective tests. The Computational Thinking Scale (CTS) captures students’ perceived CT skills. At the same time, open-ended questions elicit perspectives on the practical applications of CT in academic and professional contexts. Data from 196 students across two Mexican universities were analyzed through quantitative and thematic methods. The results show that students excel in pattern recognition and abstraction but face decomposition and algorithmic thinking challenges. Cross-sectional analyses were conducted between CTT, CTS and the open-ended part to compare CT skills across different demographic groups (e.g., age, gender, academic disciplines), showing clear differences based on age, gender, and academic disciplines, with Computer Science students performing better than engineering students. These findings highlight the importance of CT in preparing students for modern challenges and provide a foundation for improving teaching methods and integrating these skills into university programs.

Engineering education is based on experiential learning, but the problem is that in laboratory conditions, it is difficult to give feedback to the students in real time and personalize this feedback. The paper introduces the proposal of an innovative approach to the laboratories, called Adaptive Lab Mentor (ALM), which combines the technologies of Artificial Intelligence (AI), Internet of Things (IoT), and sensor technology to facilitate intelligent and customized laboratory setting. ALM is supported by a new real-time multimodal sensor fusion model in which a sensor-instrumented laboratory is used to record real-time electrical measurements (voltage and current) which are used in parallel with symbolic component measurements (target resistance) with a lightweight, dual-input Convolutional Neural Network (1D-CNN) running on an edge device. In this initial validation, visual context is presented as a symbolic target value, which establishes a pathway for the future integration of full computer vision. The architecture will enable monitoring of the student progress, making error diagnoses within a short time period, and provision of adaptive feedback based on information available in the context. To test this strategy, a high-fidelity model of an Ohm Laboratory was developed. LTspice was used to generate a huge amount of current and voltage time series of various circuit states. The trained model achieved 93.3% test accuracy and demonstrated that the proposed system could be applied. The ALM model, compared to the current Intelligent Tutoring Systems, is based on physical sensing and edge AI inference in real-time, as well as adaptive and safety-sensitive feedback throughout hands-on engineering demonstrations. The ALM framework serves as a blueprint for the new smart laboratory assistant.