A Review of Generative AI in Computer Science Education: Challenges and Opportunities in Accuracy, Authenticity, and Assessment

Publication Date

8-10-2025

Document Type

Conference Proceeding

Publication Title

Communications in Computer and Information Science

Volume

2504 CCIS

DOI

10.1007/978-3-031-94943-2_11

First Page

144

Last Page

158

Abstract

This paper surveys the use of Generative AI tools, such as ChatGPT and Claude, in computer science education, focusing on key aspects of accuracy, authenticity, and assessment. Through a literature review, we highlight both the challenges and opportunities these AI tools present. While Generative AI improves efficiency and supports creative student work, it raises concerns such as AI hallucinations, error propagation, bias, and blurred lines between AI-assisted and student-authored content. Human oversight is crucial for addressing these concerns. Existing literature recommends adopting hybrid assessment models that combine AI with human evaluation, developing bias detection frameworks, and promoting AI literacy for both students and educators. Our findings suggest that the successful integration of AI requires a balanced approach, considering ethical, pedagogical, and technical factors. Future research may explore enhancing AI accuracy, preserving academic integrity, and developing adaptive models that balance creativity with precision.

Funding Number

2142503

Funding Sponsor

National Science Foundation

Keywords

AI Accuracy, AI Assessment, AI Authenticity, Computer Science Education, Generative AI

Department

Information Systems and Technology

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