AI-Driven Programming Education for Black, Latinx, and Afro-Caribbean Communities

Abstract

My thesis explores the potential impact of artificial intelligence (AI)-assisted tools on programming education for African American, Latinx, and Afro-Caribbean students. I use an explanatory sequential design, collecting quantitative data through surveys and, subsequently, gathering qualitative insights from in-depth interviews. The findings indicate that AI tools enhance learning engagement, motivation, and retention by providing immediate feedback and personalized learning experiences. However, the study also highlights concerns about a possible over-reliance on AI, suggesting a need for careful and balanced integration. Additionally, the research considers how AI might improve access to programming education, addressing unique challenges each demographic group faces and fostering more inclusive learning environments. Insights from this study may contribute to developing innovative educational interventions to improve outcomes for marginalized communities in higher education and the tech industry.