This research project investigated how AI tools act as enhancers or defeaters in software engineering education. The study used Workout-of-the-Day (WOD) exercises as the primary assessment vehicle to compare student pass rates between AI-assisted and non-AI-assisted workflows.
I analyzed student performance data to quantify the effect of AI assistance, and helped design instructional constraints specifically intended to promote metacognitive skills such as test design, prompt engineering, and error detection — skills that can atrophy when students over-rely on AI. I co-authored structured analysis sections of the resulting paper, including the results, discussion, and educational implications.