The application of Artificial intelligence for teaching and learning in the academic sphere is a trending subject of interest in the computing education. ChatGPT, as an AI-based tool, provides various advantages, such as heightened student involvement, cooperation, accessibility and availability. This paper addresses the prospects and obstacles associated with utilizing ChatGPT as a tool for learning and assessment in undergraduate Computer Science curriculum in particular to teaching and learning fundamental programming courses. Students having completed the course work for a Data Structures and Algorithms (a sophomore level course) participated in this study. Two groups of students were given programming challenges to solve within a short period of time. The control group (group A) had access to text books and notes of programming courses, however no Internet access was provided. Group B students were given access to ChatGPT and were encouraged to use it to help solve the programming challenges. The challenge was conducted in a computer lab environment using PC2 environment. Each team of students address the problem by writing executable code that satisfies certain number of test cases. Student teams were scored based on their performance in terms of number of successful passed testcases. Results show that students using ChatGPT had an advantage in terms of earned scores, however there were inconsistencies and inaccuracies in the submitted code consequently affecting the overall performance. After a thorough analysis, the paper's findings indicate that incorporating AI in higher education brings about various opportunities and challenges.

翻译：人工智能在教学领域的应用是当前计算机教育中的热门话题。作为基于AI的工具，ChatGPT具有诸多优势，如提升学生参与度、促进协作、增强可及性与可用性。本文重点探讨了将ChatGPT作为学习与评估工具应用于本科计算机科学课程（特别是基础编程课程教学）的前景与障碍。研究对象为已完成数据结构与算法课程（大二年级课程）的学生。两组学生需在短时间内完成编程挑战。对照组（A组）允许使用编程课程教材与笔记，但不得联网；实验组（B组）则可访问ChatGPT并鼓励其借助该工具解决编程问题。实验在计算机实验室环境下使用PC2平台进行，每组学生需编写可执行代码并通过指定数量的测试用例。评分标准基于各团队成功通过的测试用例数量。结果表明，使用ChatGPT的学生在得分方面具有优势，但提交的代码存在不一致性与不准确性，进而影响整体表现。经过深入分析，本文研究发现将AI融入高等教育既带来机遇也伴随挑战。