Abstract
Generative Artificial Intelligence (AI) was incorporated into a competitive programming event that targeted undergraduate students, including those with little programming experience. The competition incorporated a range of challenge design approaches that promoted meaningful interaction with generative AI system, even while keeping the challenge difficulty level to an appropriate level. An analysis of survey responses and competition data showed that this format lowered barriers to participation, successfully engaged students throughout the competition, and increased the likelihood that they would participate in a similar event. In an extension of this work, a professional development workshop for high school teachers is being developed, along with a contest for high school students. Participant surveys and logs of interaction with the contest and generative AI systems will be analyzed to measure the effect of generative AI on student self-efficacy and suggest ways to integrate generative AI instruction into computer science curriculum.
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