From Pilots to Practices: A Scoping Review of GenAI-Enabled Personalization in Computer Science Education
Iman Reihanian, Yunfei Hou, and Qingquan Sun

TL;DR
This paper reviews recent studies on how generative AI is used to personalize computer science education, highlighting effective design patterns and proposing a framework for responsible adoption.
Contribution
It synthesizes 32 studies to identify effective personalization mechanisms and offers a framework for safe, scalable implementation of GenAI in higher education.
Findings
Designs with explanation-first guidance improve learning outcomes.
Context-aware tutoring and artifact grounding are effective.
Risks like bias and privacy require operational mitigation.
Abstract
Generative AI enables personalized computer science education at scale, yet questions remain about whether such personalization supports or undermines learning. This scoping review synthesizes 32 studies (2023-2025) purposively sampled from 259 records to map personalization mechanisms and effectiveness signals in higher-education computer science contexts. We identify five application domains: intelligent tutoring, personalized materials, formative feedback, AI-augmented assessment, and code review, and analyze how design choices shape learning outcomes. Designs incorporating explanation-first guidance, solution withholding, graduated hint ladders, and artifact grounding (student code, tests, and rubrics) consistently show more positive learning processes than unconstrained chat interfaces. Successful implementations share four patterns: context-aware tutoring anchored in student…
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Taxonomy
TopicsIntelligent Tutoring Systems and Adaptive Learning · Teaching and Learning Programming · Online Learning and Analytics
