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Recent developments in deep learning have resulted in code-generation modelsthat produce source code from natural language and code-based prompts with highaccuracy. This is likely to have profound effects in the classroom, wherenovices learning to code can now use free tools to automatically suggestsolutions to programming exercises and assignments. However, little iscurrently known about how novices interact with these tools in practice. Wepresent the first study that observes students at the introductory level usingone such code auto-generating tool, Github Copilot, on a typical introductoryprogramming (CS1) assignment. Through observations and interviews we explorestudent perceptions of the benefits and pitfalls of this technology forlearning, present new observed interaction patterns, and discuss cognitive andmetacognitive difficulties faced by students. We consider design implicationsof these findings, specifically in terms of how tools like Copilot can bettersupport and scaffold the novice programming experience.

"It's Weird That it Knows What I Want": Usability and Interactions with Copilot for Novice Programmers