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This paper examines the impact of ChatGPT on programming education by conducting an empirical study with computer science students at the Department of Computers and Informatics at the Technical University in Košice. The study involves an experiment where students in a Component Programming course use ChatGPT to solve a programming task involving linked lists, comparing their performance and understanding with a control group that does not use the AI (artificial intelligence) tool. The task necessitated the implementation of a function to add two numbers represented as linked lists in reverse order. Our findings indicate that while ChatGPT significantly enhances the speed of task completion - students using it were nearly three times quicker on average - it may also detract from deep understanding and critical thinking, as evidenced by the uniformity and superficial engagement in solutions among the ChatGPT group. On the other hand, the group working independently displayed a broader variety of solutions and deeper interaction with the problem, despite slower completion times and occasional inaccuracies. The results highlight a dual-edged impact of AI tools in education: while they enhance efficiency, they may undermine the development of critical thinking and problem-solving skills. We discuss the implications of these findings for educational practices, emphasizing the need for a balanced approach that integrates AI tools without compromising the depth of learning and understanding in students.