Scholl, AndreasSchiffner, DanielKiesler, NatalieSchulz, SandraKiesler, Natalie2024-09-032024-09-032024https://dl.gi.de/handle/20.500.12116/44534Large Language Models (LLMs) have taken the world by storm, and students are assumed to use related tools at a great scale. In this research paper we aim to gain an understanding of how introductory programming students chat with LLMs and related tools, e.g., ChatGPT-3.5. To address this goal, computing students at a large German university were motivated to solve programming exercises with the assistance of ChatGPT as part of their weekly introductory course exercises. Then students (n=213) submitted their chat protocols (with 2335 prompts in sum) as data basis for this analysis. The data was analyzed w.r.t. the prompts, frequencies, the chats’ progress, contents, and other use pattern, which revealed a great variety of interactions, both potentially supportive and concerning. Learning about students’ interactions with ChatGPT will help inform and align teaching practices and instructions for future introductory programming courses in higher education.enChatGPT-3.5large language modelsstudentsinteraction patternapplicationchat protocolsintroductory programminghigher educationText/Conference paper10.18420/delfi2024_05