The field of AI-assisted education and programming is rapidly evolving, with a focus on developing innovative tools and platforms to enhance learning and productivity. Recent research has explored the potential of large language models (LLMs) in educational settings, including their ability to provide personalized support and feedback to students. Additionally, there is a growing interest in the use of generative AI for automating tasks such as dialogue act classification and code generation.
Noteworthy papers in this area include: Investigating Student Interaction Patterns with Large Language Model-Powered Course Assistants in Computer Science Courses, which highlights the potential of LLMs to address temporal support gaps and novice learner needs. Automated Classification of Tutors' Dialogue Acts Using Generative AI: A Case Study Using the CIMA Corpus, which demonstrates the strong potential of generative AI for efficient and accessible educational dialogue analysis. Prompting the Professoriate: A Qualitative Study of Instructor Perspectives on LLMs in Data Science Education, which provides valuable insights into the perspectives of instructors on the integration of LLMs in data science education. Good Vibrations? A Qualitative Study of Co-Creation, Communication, Flow, and Trust in Vibe Coding, which presents a grounded understanding of vibe coding as perceived and experienced by developers. Evolution of Programmers' Trust in Generative AI Programming Assistants, which helps instructors and industry managers understand the factors that influence how students calibrate their trust with AI assistants. RadGame: An AI-Powered Platform for Radiology Education, which introduces an AI-powered gamified platform for radiology education that targets two core skills: localizing findings and generating reports. DeliverC: Teaching Pointers through GenAI-Powered Game-Based Learning, which presents a GenAI-enhanced game that integrates GPT-4-mini to provide personalized hints and generate pointer-related challenges on the fly.
