Competency-based training (CBT) is a specialized method for teaching programming languages, focusing on mastering new skills through time-based development. It emphasizes specialized skills in information and communication technologies (ICT), such as logic, syntax comprehension, debugging, and algorithm creation, rather than memorizing information. CBT provides a customized learning experience by integrating real-world problem-solving into the curriculum. AI-powered chatbots can track students' progress, target weaknesses, and offer immediate feedback. Benefits of CBT include increased skill competency, better retention rates, and improved student engagement. However, issues include the need for well-thought-out competence frameworks, resource-intensive implementation, and continuous evaluation of AI's contribution to education. In this sense, insights into best practices in applying CBT frameworks in computer science education are studied in this paper, as well as the integration of CBT with AI-powered chatbots in programming courses is proposed.
AI Chatbots for Competency-Based Training in Programming Languages Courses. New York: Institute of Electrical and Electronics Engineers, 2024 pp. 01-05, ISBN 979-8-3315-2923-9 (print) ; 979-8-3315-2922-2.
AI Chatbots for Competency-Based Training in Programming Languages Courses. New York: Institute of Electrical and Electronics Engineers, 2024 pp. 01-05, ISBN 979-8-3315-2923-9 (print) ; 979-8-3315-2922-2.
(2024) AI Chatbots for Competency-Based Training in Programming Languages Courses, New York: Institute of Electrical and Electronics Engineers pp. 01-05, ISBN 979-8-3315-2923-9 (print) ; 979-8-3315-2922-2.
(2024). AI Chatbots for Competency-Based Training in Programming Languages Courses. New York: Institute of Electrical and Electronics Engineers, pp. 01-05.
AI Chatbots for Competency-Based Training in Programming Languages Courses. New York: Institute of Electrical and Electronics Engineers; 2024. p. pp. 01-05. ISBN: ISBN 979-8-3315-2923-9 (print) ; 979-8-3315-2922-2.
