  Due to the proliferation of Large Language Models research and the use of
various Artificial Intelligence (AI) tools, the field of information systems
(IS) and computer science (CS) has evolved. The use of tools such as ChatGPT to
complete various student programming exercises (e.g., in Python) and
assignments has gained prominence amongst various academic institutions.
However, recent literature has suggested that the use of ChatGPT in academia is
problematic and the impact on teaching and learning should be further
scrutinized. More specifically, little is known about how ChatGPT can be
practically used with code (programming) writing to complete programming
exercises amongst IS and CS undergraduate university students. Furthermore, the
paper provides insights for academics who teach programming to create more
challenging exercises and how to engage responsibly in the use of ChatGPT to
promote classroom integrity. In this paper, we used Complex Adaptive Systems
(CAS) theory as a theoretical guide to understand the various dynamics through
classroom code demonstrations. Using ChatGPT 3.5, we analyzed the various
practical programming examples from past IS exercises and compared those with
memos created by tutors and lecturers in a university setting. This paper
highlights common ways of assessment, programming errors created by ChatGPT and
the potential consideration for IS academics to ensure the development of
critical programming skills among students.
