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Neil C. C. Brown; Pierre Weill-Tessier; Juho Leinonen; Paul Denny; Michael Kölling – ACM Transactions on Computing Education, 2025
Motivation: Students learning to program often reach states where they are stuck and can make no forward progress--but this may be outside the classroom where no instructor is available to help. In this situation, an automatically generated next-step hint can help them make forward progress and support their learning. It is important to know what…
Descriptors: Artificial Intelligence, Programming, Novices, Technology Uses in Education
Diana Franklin; Paul Denny; David A. Gonzalez-Maldonado; Minh Tran – Cambridge University Press & Assessment, 2025
Generative AI is a disruptive technology that has the potential to transform many aspects of how computer science is taught. Like previous innovations such as high-level programming languages and block-based programming languages, generative AI lowers the technical expertise necessary to create working programs, bringing the power of computation…
Descriptors: Artificial Intelligence, Technology Uses in Education, Computer Science Education, Expertise
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Victor-Alexandru Padurean; Tung Phung; Nachiket Kotalwar; Michael Liut; Juho Leinonen; Paul Denny; Adish Singla – International Educational Data Mining Society, 2025
The growing need for automated and personalized feedback in programming education has led to recent interest in leveraging generative AI for feedback generation. However, current approaches tend to rely on prompt engineering techniques in which predefined prompts guide the AI to generate feedback. This can result in rigid and constrained responses…
Descriptors: Automation, Student Writing Models, Feedback (Response), Programming