Harnessing Hype to Teach Empirical Thinking: An Experience With AI Coding Assistants

• URL: http://arxiv.org/abs/2604.01110v1
• Date: Wed, 01 Apr 2026 16:36:13 GMT
• Title: Harnessing Hype to Teach Empirical Thinking: An Experience With AI Coding Assistants
• Abstract summary: Students often struggle to appreciate empirical methods and hypothesis-driven inquiry.<n>This experience report explores whether grounding empirical learning in hype-driven technologies can make these concepts more accessible and engaging.
• Score: 8.77067520596883
• License: http://creativecommons.org/licenses/by/4.0/
• Abstract: Software engineering students often struggle to appreciate empirical methods and hypothesis-driven inquiry, especially when taught in theoretical terms. This experience report explores whether grounding empirical learning in hype-driven technologies can make these concepts more accessible and engaging. We conducted a one-semester seminar framed around the currently popular topic of AI coding assistants, which attracted unusually high student interest. The course combined hands-on sessions using AI coding assistants with small, student-designed empirical studies. Classroom observations and survey responses suggest that the hype topic sparked curiosity and critical thinking. Students engaged with the AI coding assistants while questioning their limitations -- developing the kind of empirical thinking needed to assess claims about emerging technologies. Key lessons: (1) Hype-driven topics can lower barriers to abstract concepts like empirical research; (2) authentic hands-on development tasks combined with ownership of inquiry foster critical engagement; and (3) a single seminar can effectively teach both technical and research skills.

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