<![CDATA[This research investigates whether an AI chatbot can further enhance the effectiveness of the flipped classroom model by facilitating personalized learning in computer programming. A quasi-experimental pretest-posttest with a matched samples control group design was used with a population of 60 in a vocational high school in Indonesia. The experimental treatment group of 30 students received flipped instruction supported by AI chatbot; the 30-student strong control group had traditional flipped instruction. Cognitive test data, psychomotor tests, and self-reported learning questionnaires measured data. Results show that the AI-enhanced flipped classroom outperformed the traditional flipped classroom to a great degree in both personalized learning (adjusted mean difference = 12.30, p < 0.001, partial η² = .335) and procedural knowledge acquisition (mean difference = 9.70, p < 0.001). The effect sizes were large for individualized instruction (Cohen's d = 0.89, 95% CI: 0.75 to 1.03) and medium for procedural knowledge (Cohen's d = 0.62, 95% CI: 0.49 to 0.75). Of particular note was that the experimental group not only did better on coding tasks (d = 1.18), but even more so on debugging efficiency (d = 1.48).]]>
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