Supplementary file 1_Vibe coding with preservice teachers: a single-group pretest-posttest pilot study of programming self-efficacy and intentions to use generative AI in education.docx

Significant increases were found for simple-task self-efficacy (Cohen’s dz = 2.62), complex-task self-efficacy (Cohen’s dz = 1.72), and intentions to use GAI in education (Cohen’s dz = 0.29), with all comparisons remaining significant after Bonferroni correction.</p>Discussion<p>The findings provide preliminary evidence that structured vibe coding activities may be associated with greater programming-related confidence among preservice teachers.

However, the absence of a control group prevents attribution of the observed changes to the intervention, and the large self-efficacy effects may partly reflect very low pretest scores and regression to the mean. In addition, the CPSES measures general programming confidence rather than unaided programming ability, so posttest gains may partly reflect confidence in completing tasks with GAI support. Future studies should use controlled designs and performance-based measures to determine whether increased confidence is accompanied by gains in independent programming competence.</p>