Enhancing Programming Performance, Learning Interest, and Self-Efficacy: The Role of Large Language Models in Middle School Education

Programming education has become increasingly vital within global K–12 curricula, and large language models (LLMs) offer promising solutions to systemic challenges such as limited teacher expertise and insufficient personalized support. Adopting a human-centric and systems-oriented perspective, this study employed a six-week quasi-experimental design involving 103 Grade 7 students in China to investigate the effects of instruction supported by the iFLYTEK Spark model. Results showed that the experimental group significantly outperformed the control group in programming performance, cognitive interest, and programming self-efficacy. Beyond these quantitative outcomes, qualitative interviews revealed that LLM-assisted instruction enhanced students’ self-directed learning, a sense of real-time human–machine interaction, and exploratory learning behaviors, forming an intelligent human–AI learning system. These findings underscore the integrative potential of LLMs to support competence, autonomy, and engagement within digital learning systems. This study concludes by discussing the implications for intelligent educational system design and directions for future socio-technical research.