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AI-powered education technologies can support students and teachers incomputer science education. However, with the recent developments in generativeAI, and especially the increasingly emerging popularity of ChatGPT, theeffectiveness of using large language models for solving programming tasks hasbeen underexplored. The present study examines ChatGPT's ability to generatecode solutions at different difficulty levels for introductory programmingcourses. We conducted an experiment where ChatGPT was tested on 127 randomlyselected programming problems provided by Kattis, an automatic software gradingtool for computer science programs, often used in higher education. The resultsshowed that ChatGPT independently could solve 19 out of 127 programming tasksgenerated and assessed by Kattis. Further, ChatGPT was found to be able togenerate accurate code solutions for simple problems but encountereddifficulties with more complex programming tasks. The results contribute to theongoing debate on the utility of AI-powered tools in programming education.

Kattis vs. ChatGPT: Assessment and Evaluation of Programming Tasks in the Age of Artificial Intelligence