Experiences from Using Code Explanations Generated by Large Language Models in a Web Software Development E-Book

Paul Denny Juho Leinonen Arto Hellas + 1 lainnya

3 Juni 2022

This article explores the natural language generation capabilities of large language models with application to the production of two types of learning resources common in programming courses. Using OpenAI Codex as the large language model, we create programming exercises (including sample solutions and test cases) and code explanations, assessing these qualitatively and quantitatively. Our results suggest that the majority of the automatically generated content is both novel and sensible, and in some cases ready to use as is. When creating exercises we find that it is remarkably easy to influence both the programming concepts and the contextual themes they contain, simply by supplying keywords as input to the model. Our analysis suggests that there is significant value in massive generative machine learning models as a tool for instructors, although there remains a need for some oversight to ensure the quality of the generated content before it is delivered to students. We further discuss the implications of OpenAI Codex and similar tools for introductory programming education and highlight future research streams that have the potential to improve the quality of the educational experience for both teachers and students alike.

Guanlin Wang Sanka Rasnayaka Ganesh Neelakanta Iyer + 1 lainnya

29 Januari 2024

Large Language Models (LLMs) represent a leap in artificial intelligence, excelling in tasks using human language(s). Although the main focus of general-purpose LLMs is not code generation, they have shown promising results in the domain. However, the usefulness of LLMs in an academic software engineering project has not been fully explored yet. In this study, we explore the usefulness of LLMs for 214 students working in teams consisting of up to six members. Notably, in the academic course through which this study is conducted, students were encouraged to integrate LLMs into their development tool-chain, in contrast to most other academic courses that explicitly prohibit the use of LLMs.In this paper, we analyze the AI-generated code, prompts used for code generation, and the human intervention levels to integrate the code into the code base. We also conduct a perception study to gain insights into the perceived usefulness, influencing factors, and future outlook of LLM from a computer science student’s perspective. Our findings suggest that LLMs can play a crucial role in the early stages of software development, especially in generating foundational code structures, and helping with syntax and error debugging. These insights provide us with a framework on how to effectively utilize LLMs as a tool to enhance the productivity of software engineering students, and highlight the necessity of shifting the educational focus toward preparing students for successful human-AI collaboration.CCS CONCEPTS• Software and its engineering → Software development techniques; • Applied computing → Education.

Dominic Lohr H. Keuning Natalie Kiesler

31 Agustus 2023

Ever since the emergence of large language models (LLMs) and related applications, such as ChatGPT, its performance and error analysis for programming tasks have been subject to research. In this work-in-progress paper, we explore the potential of such LLMs for computing educators and learners, as we analyze the feedback it generates to a given input containing program code. In particular, we aim at (1) exploring how an LLM like ChatGPT responds to students seeking help with their introductory programming tasks, and (2) identifying feedback types in its responses. To achieve these goals, we used students' programming sequences from a dataset gathered within a CS1 course as input for ChatGPT along with questions required to elicit feedback and correct solutions. The results show that ChatGPT performs reasonably well for some of the introductory programming tasks and student errors, which means that students can potentially benefit. However, educators should provide guidance on how to use the provided feedback, as it can contain misleading information for novices.

Michael J. Muller Justin D. Weisz Stephanie Houde + 2 lainnya

14 Februari 2023

Large language models (LLMs) have recently been applied in software engineering to perform tasks such as translating code between programming languages, generating code from natural language, and autocompleting code as it is being written. When used within development tools, these systems typically treat each model invocation independently from all previous invocations, and only a specific limited functionality is exposed within the user interface. This approach to user interaction misses an opportunity for users to more deeply engage with the model by having the context of their previous interactions, as well as the context of their code, inform the model’s responses. We developed a prototype system – the Programmer’s Assistant – in order to explore the utility of conversational interactions grounded in code, as well as software engineers’ receptiveness to the idea of conversing with, rather than invoking, a code-fluent LLM. Through an evaluation with 42 participants with varied levels of programming experience, we found that our system was capable of conducting extended, multi-turn discussions, and that it enabled additional knowledge and capabilities beyond code generation to emerge from the LLM. Despite skeptical initial expectations for conversational programming assistance, participants were impressed by the breadth of the assistant’s capabilities, the quality of its responses, and its potential for improving their productivity. Our work demonstrates the unique potential of conversational interactions with LLMs for co-creative processes like software development.

H. Keuning Lianne Roest J. Jeuring

3 Desember 2023

Large Language Models possess skills such as answering questions, writing essays or solving programming exercises. Since these models are easily accessible, researchers have investigated their capabilities and risks for programming education. This work explores how LLMs can contribute to programming education by supporting students with automated next-step hints. We investigate prompt practices that lead to effective next-step hints and use these insights to build our StAP-tutor. We evaluate this tutor by conducting an experiment with students, and performing expert assessments. Our findings show that most LLM-generated feedback messages describe one specific next step and are personalised to the student’s code and approach. However, the hints may contain misleading information and lack sufficient detail when students approach the end of the assignment. This work demonstrates the potential for LLM-generated feedback, but further research is required to explore its practical implementation.