arXiv:2601. 01569v4 Announce Type: replace Abstract: LLM-based agents are increasingly capable of complex task execution, yet current agentic systems remain constrained by text-centric paradigms that struggle with long-horizon tasks due to fragile multi-turn dependencies and context drift.
By Maohao Ran, Zhenglin Wan, Cooper Lin, Yanting Zhang, Hongyu Xin, Hongwei Fan, Yibo Xu, Beier Luo, Yaxin Zhou, Wangbo Zhao, Lijie Yang, Lang Feng, Fuchao Yang, Jingxuan Wu, Yiqiao Huang, Chendong Ma, Yusen Huang, Dailing Jiang, Jianbo Deng, Sirui Han, Yang You, Bo An, Yike Guo, Jun Song
arXiv:2606. 10933v1 Announce Type: new Abstract: LLM-based coding agents are usually evaluated in familiar software settings: mainstream languages, common libraries, and public repositories.
By Aman Sharma, Sushrut Thorat, Paras Chopra
arXiv:2607. 05571v1 Announce Type: new Abstract: Large language models are increasingly explored as AI tutors, yet deploying them in K-12 settings raises concerns around privacy, cost, and reliance on proprietary models.
By H. Chad Lane, Bryson Kageler
arXiv:2607. 24757v1 Announce Type: cross Abstract: This paper reports on the rapid development and classroom deployment of a Thonny log visualizer built using AI-assisted ``vibe coding'' to make students' programming processes easily visible to teachers.
By Heidi Taveter, Marina Lepp
Quasar is a new programming language designed to improve large language model (LLM) code actions by separating internal program logic from external tool calls. It allows developers to annotate external calls with effect information and modify internal execution to track these effects, enabling easier implementation of new features. The authors demonstrate Quasar’s utility by adding access control, autoparallelization, and conformal prediction for uncertainty quantification.
By Stephen Mell, Botong Zhang, David Mell, Shuo Li, Ramya Ramalingam, Nathan Yu, Stephan Zdancewic, Osbert Bastani
arXiv:2607. 00140v1 Announce Type: cross Abstract: As computing education expands beyond traditional programming into operational domains such as systems administration and command-line environments, existing pedagogical frameworks struggle to capture a dimension that is critical in these contexts: the real-world consequences of learner actions.
By Manuel Alonso-Carracedo (Universidade de Vigo, Spain, IFCAE, Universidade de Vigo, Spain), Ruben Fernandez-Boullon (Universidade de Vigo, Spain, IFCAE, Universidade de Vigo, Spain), Pedro Celard (Universidade de Vigo, Spain, IFCAE, Universidade de Vigo, Spain), Francisco J. Rodriguez-Martinez (Universidade de Vigo, Spain, IFCAE, Universidade de Vigo, Spain), Lorena Otero-Cerdeira (Universidade de Vigo, Spain, IFCAE, Universidade de Vigo, Spain)