Sci Simple

New Science Research Articles Everyday

# Computer Science # Artificial Intelligence

AI Feedback: Transforming Programming Education

AI is changing how programming feedback is given, enhancing student learning.

Dominic Lohr, Hieke Keuning, Natalie Kiesler

― 7 min read


AI Feedback Revolution AI Feedback Revolution with smarter feedback methods. Revolutionizing programming education
Table of Contents

Learning to program can seem like trying to read a book written in a foreign language—there's a lot of weird syntax to digest! In fact, many people struggle with it, from beginners to seasoned professionals. That’s where Feedback comes in. Just like a coach helps an athlete improve, feedback helps learners identify mistakes and understand where they went wrong.

The Importance of Feedback

Feedback is crucial for learning. It helps to close the gap between where a student is and where they want to be. Good feedback can come in many shapes and sizes; it can tell Students if their code is right or wrong, and can also help them understand why. Unfortunately, many systems that offer Programming education only provide basic feedback—things like “your code is wrong” or “you’ve made an error.” This simple feedback often fails to help learners understand the underlying issues.

Imagine trying to bake a cake and only getting told that it didn't rise, without any explanation. That’s what it feels like when students get vague programming feedback!

Traditional Feedback Methods

In traditional programming education, Educators offer feedback based on their extensive experience. The problem is, this can be time-consuming and resource-intensive. Many learners rely on external support from teachers or peers at the beginning stages, which can lead to a heavy workload for educators.

Most existing systems provide only binary feedback—indicating if code is correct or not—without diving deeper into the issues. Learners often end up frustrated, especially when they do not receive insights into why their code failed to work.

Enter AI: The Game Changer

Recent advancements in Artificial Intelligence (AI), especially large language models (LLMs), are changing the game. These AI models can analyze code and generate detailed feedback that can guide students more effectively. Imagine having a virtual assistant that can give you pointers on your code right when you need them!

LLMs can create different types of feedback, including explanations about coding concepts, suggestions on how to fix mistakes, and even comments on code style. The idea is to provide more personalized and detailed feedback, just like a mentor would.

The Research Behind AI Feedback

There's a growing body of research exploring how LLMs can be used in programming education. Studies have shown the potential of these models to generate feedback that is not just correct but also helpful. They’ve been tested with real student submissions—both those that work and those that don’t—to examine how effective they are at identifying coding issues.

By focusing on specific types of feedback—like pointing out mistakes, offering conceptual help, or suggesting the next steps—researchers have found that AI can provide detailed support to students.

The Approach: Feedback Types

The researchers categorized feedback into several types:

  1. Knowledge of Results (KR): This tells the student if their solution is correct or incorrect. Think of it as the scoreboard at the end of a game.

  2. Knowledge about Concepts (KC): This type explains key programming concepts that are relevant to the task. It’s like having a friendly neighborhood expert sharing tips about coding.

  3. Knowledge of Mistakes (KM): This identifies errors in a student's code and explains what went wrong, but it doesn't tell them how to fix it. Just like a soccer referee telling you what foul you committed without providing a strategy to avoid it next time!

  4. Knowledge on How to Proceed (KH): This gives hints and suggestions about what the student should do next. Imagine a GPS directing you to take a left turn when you've gone off course.

  5. Knowledge about Performance (KP): This provides feedback on how well the student did, usually in terms of percentages or scores. It's similar to getting a grade but with a bit more detail about what was right and wrong.

  6. Knowledge about Task Constraints (KTC): This type addresses the specific rules or requirements of the assignment. It’s like a referee explaining the rules of a game to the players.

Designing Effective Prompts

To make the most of LLMs, researchers created detailed prompts to guide the AI in generating the types of feedback needed for each specific situation. This process involved several iterations—like repeatedly adjusting a recipe for the perfect chocolate cake—until they arrived at prompts that worked well.

The prompts were designed to include key information: student submissions, task descriptions, and the type of feedback desired. This structured approach aimed to get the AI to deliver focused and appropriate feedback every time.

Analyzing the AI Feedback

Once the AI provided feedback, the researchers analyzed it to determine if it met the expectations. They checked for how well the feedback aligned with the desired types and whether it added clarity to the student’s understanding of the task.

To analyze the feedback, experts in the field reviewed the AI-generated comments. They examined issues like personalization (whether the feedback connected directly to the student's work) and completeness (if the feedback provided all necessary details).

Results: Feedback Performance

The results were promising! In many cases, the feedback generated by the LLM matched the intended type. For instance, when the task required identifying mistakes in a student’s code, the AI mostly hit the mark. However, there were times when the feedback was misleading or didn’t completely align with what was expected.

One interesting observation was that when students received feedback that included more than one type (for example, both KTC and KM), it sometimes led to confusion. Imagine a coach giving you two different strategies to implement in the same game—it can be a bit overwhelming!

Challenges with AI Feedback

While the results were generally good, there were challenges. Misleading information still popped up here and there, like that friend who thinks they know the way to the restaurant but leads you in circles instead.

Sometimes, the AI struggled with providing straightforward feedback without adding unnecessary complexity. For example, telling a student that their code needs style improvements is valid, but calling it a "mistake" can confuse them, especially if the code is functionally correct.

Language and Tone of Feedback

Importantly, the language used in the AI feedback was generally appropriate for novice users. However, experts noted a few instances of technical jargon that might leave students scratching their heads.

Using everyday language and positive reinforcement can go a long way. After all, nobody likes to feel like they’ve just received a slap on the wrist!

Overall Implications

The findings from the research suggest several key implications for educators, tool developers, and researchers:

  1. For Educators: Incorporating AI tools into programming courses could enhance how feedback is delivered, reducing the burden on educators while improving student learning. However, it’s vital to guide students in understanding and interpreting the feedback they receive.

  2. For Tool Developers: There’s a huge opportunity to create educational tools that combine AI feedback with established methods. By working smarter, not harder, developers can create hybrid solutions that offer more accurate and helpful guidance.

  3. For Researchers: There’s a chance to delve deeper into how AI-generated feedback influences learning. Future studies could explore how combining various feedback types affects students and their ability to improve their skills.

Conclusion

Feedback plays a crucial role in the learning process for programming students. With the rise of AI and language models, we now have the potential to provide more detailed, personalized, and useful feedback than ever before.

Though there are challenges to overcome, the opportunity to help students learn to program in a more effective way offers a bright future for education. So, whether you want to write the next great app or just impress your friends with your coding skills, remember that the right feedback can make all the difference on your journey!

Original Source

Title: You're (Not) My Type -- Can LLMs Generate Feedback of Specific Types for Introductory Programming Tasks?

Abstract: Background: Feedback as one of the most influential factors for learning has been subject to a great body of research. It plays a key role in the development of educational technology systems and is traditionally rooted in deterministic feedback defined by experts and their experience. However, with the rise of generative AI and especially Large Language Models (LLMs), we expect feedback as part of learning systems to transform, especially for the context of programming. In the past, it was challenging to automate feedback for learners of programming. LLMs may create new possibilities to provide richer, and more individual feedback than ever before. Objectives: This paper aims to generate specific types of feedback for introductory programming tasks using LLMs. We revisit existing feedback taxonomies to capture the specifics of the generated feedback, such as randomness, uncertainty, and degrees of variation. Methods: We iteratively designed prompts for the generation of specific feedback types (as part of existing feedback taxonomies) in response to authentic student programs. We then evaluated the generated output and determined to what extent it reflected certain feedback types. Results and Conclusion: The present work provides a better understanding of different feedback dimensions and characteristics. The results have implications for future feedback research with regard to, for example, feedback effects and learners' informational needs. It further provides a basis for the development of new tools and learning systems for novice programmers including feedback generated by AI.

Authors: Dominic Lohr, Hieke Keuning, Natalie Kiesler

Last Update: 2024-12-04 00:00:00

Language: English

Source URL: https://arxiv.org/abs/2412.03516

Source PDF: https://arxiv.org/pdf/2412.03516

Licence: https://creativecommons.org/licenses/by-nc-sa/4.0/

Changes: This summary was created with assistance from AI and may have inaccuracies. For accurate information, please refer to the original source documents linked here.

Thank you to arxiv for use of its open access interoperability.

More from authors

Similar Articles