A Scaffolded GenAI Lab in Early Undergraduate CS: A Mixed-Methods, Multi-Course Evaluation
Background and Context. Generative AI (GenAI) tools are increasingly used in programming courses, but we have limited evidence about how brief instruction can foster responsible, learning-oriented use. Objectives. We evaluate "AI-Lab", a scaffolded GenAI literacy intervention, asking how students' self-reported GenAI usage and their openness and comfort using GenAI for conceptual, debugging, and homework tasks change after participation. Methods. Across two semesters in three CS courses and one first-year engineering course at a U.S. university, we deployed the "AI-Lab" (pre-lab orientation, in-class critique of GenAI outputs, and a required homework reflection), collecting paired pre/post surveys (Perception N=831; Usage N=826) and six post-intervention focus groups; primary inferential analyses used the three CS courses (N=778 and 773, respectively). We analyzed survey shifts with paired non-parametric tests and focus groups via thematic analysis. Findings. Openness increased for conceptual questions and homework help, and comfort increased for conceptual, debugging, and homework scenarios; self-reported frequency of GenAI use for homework and projects remained stable, while self-reported use for debugging increased. Focus group participants described adopting more iterative prompting strategies, becoming more skeptical of correctness, and articulating clearer boundaries around integrity and dependence. Implications. A short, structured intervention can shift students' reported comfort with and willingness to use GenAI and influence the strategies they describe for engaging with it without increasing overall self-reported use on graded work. These results motivate future work triangulating surveys with behavioral traces and learning measures.