Cover Image

Facilitating Instructors-LLM Collaboration for Problem Design in Introductory Programming Classrooms

Fuente: arXiv

Saved in:

Bibliographic Details
Main Authors:	Hoq, Muntasir, Vandenberg, Jessica, Jiao, Shuyin, Lee, Seung, Mott, Bradford, Norouzi, Narges, Lester, James, Akram, Bita
Format:	Preprint
Published:	2025
Subjects:	Human-Computer Interaction K.3.1
Online Access:	Acceder al recurso
Tags:	Add Tag No Tags, Be the first to tag this record!

Similar Items

Automated Identification of Logical Errors in Programs: Advancing Scalable Analysis of Student Misconceptions
by: Hoq, Muntasir, et al.
Published: (2025)

Personalized Worked Example Generation from Student Code Submissions Using Pattern-based Knowledge Components
by: Pitts, Griffin, et al.
Published: (2026)

The Effects of Structured LLM-Generated Feedback on Programming Assignment Performance
by: Mihaylova, Tsvetomila, et al.
Published: (2026)

DiverseClaire: Simulating Students to Improve Introductory Programming Course Materials for All CS1 Learners
by: Wong, Wendy, et al.
Published: (2025)

Exploring Learners' Expectations and Engagement When Collaborating with Constructively Controversial Peer Agents
by: Tanprasert, Thitaree, et al.
Published: (2026)

The Missing Evaluation Axis: What 10,000 Student Submissions Reveal About AI Tutor Effectiveness
by: Niousha, Rose, et al.
Published: (2026)

Automated Program Repair of Uncompilable Student Code
by: Pitts, Griffin, et al.
Published: (2025)

Detecting LLM-Assisted Academic Dishonesty using Keystroke Dynamics
by: Mehta, Atharva, et al.
Published: (2025)

Three Years with Classroom AI in Introductory Programming: Shifts in Student Awareness, Interaction, and Performance
by: Ma, Boxuan, et al.
Published: (2026)

ClassAid: A Real-time Instructor-AI-Student Orchestration System for Classroom Programming Activities
by: Zhang, Gefei, et al.
Published: (2026)

LLM-Assisted Cheating Detection in Korean Language via Keystrokes
by: Roh, Dong Hyun, et al.
Published: (2025)

Privacy-Preserving Distributed Link Predictions Among Peers in Online Classrooms Using Federated Learning
by: Hridi, Anurata Prabha, et al.
Published: (2025)

CoGrader: Transforming Instructors' Assessment of Project Reports through Collaborative LLM Integration
by: Chen, Zixin, et al.
Published: (2025)

Multi-Agent Collaborative Framework For Math Problem Generation
by: Karbasi, Kia, et al.
Published: (2025)

How GenAI Mentor Configurations Shape Early Collaborative Dynamics: A Classroom Comparison of Individual and Shared Agents
by: Zha, Siyu, et al.
Published: (2026)

Co-Designing with Algorithms: Unpacking the Complex Role of GenAI in Interactive System Design Education
by: Sandhaus, Hauke, et al.
Published: (2024)

From Code to Concept: Evaluating Multiple Coordinated Views in Introductory Programming
by: Sibia, Naaz, et al.
Published: (2025)

Probing the Unknown: Exploring Student Interactions with Probeable Problems at Scale in Introductory Programming
by: Denny, Paul, et al.
Published: (2025)

Beyond Repetition: The Role of Varied Questioning and Feedback in Knowledge Generalization
by: Yadav, Gautam, et al.
Published: (2024)

AI-Assisted Model for Generating Multiple-Choice Questions
by: Krushynska, Tetiana, et al.
Published: (2026)

What LLMs Must Forget to Teach Effectively: A DIY Approach to Premodern Japanese Language Pedagogy
by: Stilerman, Ariel, et al.
Published: (2026)

Integrating LLMs for Grading and Appeal Resolution in Computer Science Education
by: Aytutuldu, I., et al.
Published: (2025)

V(is)owel: An Interactive Vowel Chart to Understand What Makes Visual Pronunciation Effective in Second Language Learning
by: Kiesel, Charlotte, et al.
Published: (2025)

An Exploration of Internal States in Collaborative Problem Solving
by: Anindho, Sifatul, et al.
Published: (2025)

Explaining Code Examples in Introductory Programming Courses: LLM vs Humans
by: Lekshmi-Narayanan, Arun-Balajiee, et al.
Published: (2023)

Evaluating Micro Parsons Problems as Exam Questions
by: Wu, Zihan, et al.
Published: (2024)

Investigating the Use of Productive Failure as a Design Paradigm for Learning Introductory Python Programming
by: Suriyaarachchi, Hussel, et al.
Published: (2024)

Prober.ai: Gated Inquiry-Based Feedback via LLM-Constrained Personas for Argumentative Writing Development
by: Bi, Ran, et al.
Published: (2026)

"Bespoke Bots": Diverse Instructor Needs for Customizing Generative AI Classroom Chatbots
by: Hou, Irene, et al.
Published: (2026)

Teaching Introductory Functional Programming Using Haskelite
by: Vasconcelos, Pedro
Published: (2025)

PLAID: Supporting Computing Instructors to Identify Domain-Specific Programming Plans at Scale
by: Jain, Yoshee, et al.
Published: (2025)

Facilitating Human-LLM Collaboration through Factuality Scores and Source Attributions
by: Do, Hyo Jin, et al.
Published: (2024)

Barriers that Programming Instructors Face While Performing Emergency Pedagogical Design to Shape Student-AI Interactions with Generative AI Tools
by: Lau, Sam, et al.
Published: (2025)

SPHERE: Scaling Personalized Feedback in Programming Classrooms with Structured Review of LLM Outputs
by: Tang, Xiaohang, et al.
Published: (2024)

CodeExemplar: Example-Based Scaffolding for Introductory Programming in the GenAI Era
by: Ma, Boxuan, et al.
Published: (2026)

HAIGEN: Towards Human-AI Collaboration for Facilitating Creativity and Style Generation in Fashion Design
by: Jiang, Jianan, et al.
Published: (2024)

Breaking Barriers or Building Dependency? Exploring Team-LLM Collaboration in AI-infused Classroom Debate
by: Zhang, Zihan, et al.
Published: (2025)

Students’ Collaborative Problem Solving in Mathematics Classrooms
Published: (2024)

Designing a Meta-Reflective Dashboard for Instructor Insight into Student-AI Interactions
by: Ma, Boxuan, et al.
Published: (2026)

Designing AI Tutors for Interest-Based Learning: Insights from Human Instructors
by: Kulkarni, Abhishek, et al.
Published: (2026)