arXiv:2606. 03288v1 Announce Type: cross Abstract: Introductory programming (CS1) courses often struggle to support students' understanding of program execution.
Machine-generated by The Flow from the publisher's headline and feed description — not written or checked by a human. The full article lives at arXiv AI.
The study examined how different designs of AI teaching assistants (AI TAs) affect students in an introductory programming course. Four AI TAs were compared based on pedagogical style (Socratic vs. Direct instruction) and context awareness (no context vs. full context). Results showed that the Socratic AI TA with full context received the lowest favorability ratings, had the highest interaction stress, the most external LLM use, and the lowest comprehension outcomes, though differences were not statistically significant.
arXiv:2511. 13271v2 Announce Type: replace-cross Abstract: The rise of Generative AI (GenAI) tools like ChatGPT has created new opportunities and challenges for computing education.
arXiv:2507.12674v3 Announce Type: replace-cross Abstract: Evaluating Artificial Intelligence (AI) tutor feedback before deployment requires anticipating student engagement, typically assessed through...
arXiv:2606. 28882v1 Announce Type: cross Abstract: Large Language Models (LLMs) have shown the potential to generate code explanations that surpass those of peers in quality, offering promising opportunities for computer science education.
arXiv:2607. 24755v1 Announce Type: cross Abstract: This full research paper examines how different forms of learner-AI interaction relate to learning outcomes in object-oriented programming (OOP) courses.
arXiv:2606. 30549v1 Announce Type: cross Abstract: AI code completion tools, such as Github Copilot, provide students with code suggestions to help them write programs.