  Large Language Models (LLMs) have taken the world by storm, and students are
assumed to use related tools at a great scale. In this research paper we aim to
gain an understanding of how introductory programming students chat with LLMs
and related tools, e.g., ChatGPT-3.5. To address this goal, computing students
at a large German university were motivated to solve programming exercises with
the assistance of ChatGPT as part of their weekly introductory course
exercises. Then students (n=213) submitted their chat protocols (with 2335
prompts in sum) as data basis for this analysis. The data was analyzed w.r.t.
the prompts, frequencies, the chats' progress, contents, and other use pattern,
which revealed a great variety of interactions, both potentially supportive and
concerning. Learning about students' interactions with ChatGPT will help inform
and align teaching practices and instructions for future introductory
programming courses in higher education.
