As a high school student, Gweneth Barbre was intrigued by psychology, design and computer science and she knew she wanted to explore the interaction between people and computers. So she looked for a university with a similar research focus and opportunity. Less than a year later, as a freshman computer science major at Abilene Christian University, she works as a research assistant to Dr. James Prather, analyzing data about how novice programmers interact with Artificial Intelligence tools, and she’s preparing for a paper submission to an international academic conference.

“Dr. Prather’s experience in that field was very relevant to my interest and made ACU a very strong option for what I want to do,” Barbre said. “The research questions we’re exploring are very interesting, considering AI is still pretty new. But the most important thing is seeing the research process first hand – how questions get brought up and answered, learning about research design and methodology.”

Prather, associate professor of computer science, has been researching AI’s impact on computer science since 2021. Even prior to the public launch of ChatGPT, he co-authored an initial paper, The Robots Are Coming, published in early 2022, establishing him as an early voice in the field. Other researchers have cited that paper 458 times, and it’s been downloaded nearly 20,000 times.

Dr. Brent Reeves, professor of computer science and management sciences, soon joined him in the research, and the two have since honed in on AI’s role in education, particularly in programming courses.

“AI is transforming how we teach programming,” Prather said. “It’s not just about coding anymore – it’s about learning how to prompt, analyze and refine AI-generated work responsibly.”

Jared Wright came to ACU planning to study video game development but decided to focus on the more technical side of the field and along the way found a new love for learning and higher education, thanks to his involvement in the research team focused on novice programmers interaction with Artificial Intelligence.

“I did not expect or intend to do research or any higher academics,” said Wright, who graduated in December 2024. “I switched to a computer science major and didn’t know precisely what I wanted to do. But getting to work on that initial research project and attend the conference where the paper was presented lit a fire underneath me. It seemed like an exciting place to be and a community of people I wanted to be around. I realized I did want to pursue a professorship and an academic career. I hadn’t thought about doing research before, but now it is the main plan.”

With undergraduate students like Wright and Barbre working alongside them, Reeves and Prather have earned best paper awards, presented at prestigious conferences, and received invitations to give keynote lectures on the subject. They’ve explored AI’s effectiveness in solving complex coding problems, reshaped curriculum design – at ACU and universities around the world – and addressed how students interact with AI tools. Their studies reveal advantages, such as accelerated learning for advanced students, and risks, such as over-reliance and an illusion of competence among struggling learners.

“We thought AI would help struggling students catch up, but instead, it widened the gap,” Prather says. “Those with strong metacognitive skills excelled, while others became more dependent and fell further behind.”

In 2023, Google took notice of ACU’s groundbreaking research, awarding their team $60,000 initially and another $100,000 the next year, in unrestricted grants. That funding allowed them to purchase eye-tracking systems, which they’re currently using for experiments in how novice users adapt to AI. 

The grant collaboration also led to Prather taking part in Google.org’s philanthropic efforts in curriculum development for K-12 schools and universities, ensuring AI integration into modern education.

Their influence isn’t limited to the U.S. In 2023, Reeves and Prather were part of an international working group — including colleagues from Canada, Germany, Ireland, Jordan, the U.S., Finland and New Zealand – assessing the state of AI in computer science education and preparing recommendations to educators. Their ongoing work tackles pressing questions and looks toward solutions: 

• How can AI be leveraged for effective learning while mitigating its pitfalls? 
• How should curriculum evolve in an era where AI can write code? 
• How can AI reshape programming accessibility across human languages?

These faculty members’ findings are shaping the future of AI-integrated education worldwide, and at Abilene Christian University, undergraduate students are engaged in real-world research and problem solving all along the way.

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