As LLMs reshape software development, integrating LLM-augmented practices into SE education has become imperative. While existing studies explore LLMs' educational use in introductory programming or isolated SE tasks, their impact in more open-ended Project-Based Learning (PBL) remains unexplored. This paper introduces a two-year longitudinal study comparing a 2024 (using early free LLMs, n=48) and 2025 (using the latest paid LLMs, n=46) cohort. Our findings suggest the latest powerful LLMs' dual role: they act as "equalizers," boosting average performance even for programming-weak students, providing opportunities for more authentic SE practices; yet also as "amplifiers," dramatically widening absolute performance gaps, creating new pedagogical challenges for addressing educational inequities.
@article{arxiv.2511.23157,
title = {Amplifiers or Equalizers? A Longitudinal Study of LLM Evolution in Software Engineering Project-Based Learning},
author = {Hana Kataoka and Jialong Li and Yutaka Matsuno},
journal= {arXiv preprint arXiv:2511.23157},
year = {2025}
}
Comments
Accepted by ICSE-SEET (ACM/IEEE 48th International Conference on Software Engineering: Software Engineering Education and Training)