Imagen de Portada

Relying on LLMs: Student Practices and Instructor Norms are Changing in Computer Science Education

Fuente: arXiv

Guardado en:

Detalles Bibliográficos
Autores principales:	Lin, Xinrui, Huang, Heyan, Shi, Shumin, Vines, John
Formato:	Preprint
Publicado:	2026
Materias:	Human-Computer Interaction
Acceso en línea:	Acceder al recurso
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Ejemplares similares

Learning by Teaching: Engaging Students as Instructors of Large Language Models in Computer Science Education
por: Yang, Xinming, et al.
Publicado: (2025)

To Rely or Not to Rely? Evaluating Interventions for Appropriate Reliance on Large Language Models
por: Bo, Jessica Y., et al.
Publicado: (2024)

The New Calculator? Practices, Norms, and Implications of Generative AI in Higher Education
por: Simkute, Auste, et al.
Publicado: (2025)

Designing Born-Accessible Courses in Data Science and Visualization: Challenges and Opportunities of a Remote Curriculum Taught by Blind Instructors to Blind Students
por: Seo, JooYoung, et al.
Publicado: (2024)

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

Generative Lecture: Making Lecture Videos Interactive with LLMs and AI Clone Instructors
por: Jo, Hye-Young, et al.
Publicado: (2025)

Evaluating the Effectiveness of LLMs in Introductory Computer Science Education: A Semester-Long Field Study
por: Lyu, Wenhan, et al.
Publicado: (2024)

Exploring Emerging Norms of AI Attribution and Disclosure in Programming Education
por: Ye, Runlong, et al.
Publicado: (2026)

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

Improving Student-AI Interaction Through Pedagogical Prompting: An Example in Computer Science Education
por: Xiao, Ruiwei, et al.
Publicado: (2025)

Bridging the AI Adoption Gap: Designing an Interactive Pedagogical Agent for Higher Education Instructors
por: Chen, Si, et al.
Publicado: (2025)

Exploring Conversational Design Choices in LLMs for Pedagogical Purposes: Socratic and Narrative Approaches for Improving Instructor's Teaching Practice
por: Chen, Si, et al.
Publicado: (2025)

Understanding the Practices, Perceptions, and (Dis)Trust of Generative AI among Instructors: A Mixed-methods Study in the U.S. Higher Education
por: Lyu, Wenhan, et al.
Publicado: (2025)

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

TSConnect: An Enhanced MOOC Platform for Bridging Communication Gaps Between Instructors and Students in Light of the Curse of Knowledge
por: Liu, Qianyu, et al.
Publicado: (2025)

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

From Guidelines to Practice: Evaluating the Reproducibility of Methods in Computational Social Science
por: Momeni, Fakhri, et al.
Publicado: (2026)

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

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

Personalized Programming Education: Using Machine Learning to Boost Learning Performance Based on Students' Personality Traits
por: Tseng, Chun-Hsiung, et al.
Publicado: (2025)

Accessibility Beyond Accommodations: A Systematic Redesign of Introduction to Computer Science for Students with Visual Impairments
por: Tripathi, Vaanee, et al.
Publicado: (2025)

AI Academy: Building Generative AI Literacy in Higher Ed Instructors
por: Chen, Si, et al.
Publicado: (2025)

JsStories: Improving Social Inclusion in Computer Science Education Through Interactive Stories
por: Ghailani, Inas Ghazouani, et al.
Publicado: (2025)

Exploring Communication Dynamics: Eye-tracking Analysis in Pair Programming of Computer Science Education
por: Jang, Wunmin, et al.
Publicado: (2024)

When Feasibility of Fairness Audits Relies on Willingness to Share Data: Examining User Acceptance of Multi-Party Computation Protocols for Fairness Monitoring
por: He, Changyang, et al.
Publicado: (2026)

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

"Which LLM should I use?": Evaluating LLMs for tasks performed by Undergraduate Computer Science Students
por: Agarwal, Vibhor, et al.
Publicado: (2024)

Integrating ChatGPT in a Computer Science Course: Students Perceptions and Suggestions
por: Aruleba, Kehinde, et al.
Publicado: (2023)

Exploring the Use of ChatGPT by Computer Science Students in Software Development: Applications, Ethical Considerations, and Insights for Engineering Education
por: Xu, Daihan, et al.
Publicado: (2025)

From Pilots to Practices: A Scoping Review of GenAI-Enabled Personalization in Computer Science Education
por: Reihanian, Iman, et al.
Publicado: (2025)

Practical Challenges of Progressive Data Science in Healthcare
por: Roshan, Faisal Zaki, et al.
Publicado: (2024)

Skill-Adaptive Ghost Instructors: Enhancing Retention and Reducing Over-Reliance in VR Piano Learning
por: Hsieh, Tzu-Hsin, et al.
Publicado: (2026)

VeasyGuide: Personalized Visual Guidance for Low-vision Learners on Instructor Actions in Presentation Videos
por: Sechayk, Yotam, et al.
Publicado: (2025)

Network Traffic as a Scalable Ethnographic Lens for Understanding University Students' AI Tool Practices
por: Hu, Donghan, et al.
Publicado: (2025)

Unlocking Scientific Concepts: How Effective Are LLM-Generated Analogies for Student Understanding and Classroom Practice?
por: Shao, Zekai, et al.
Publicado: (2025)

Simulating Errors in Touchscreen Typing
por: Shi, Danqing, et al.
Publicado: (2025)

Generating Educational Materials with Different Levels of Readability using LLMs
por: Huang, Chieh-Yang, et al.
Publicado: (2024)

Iris: An AI-Driven Virtual Tutor For Computer Science Education
por: Bassner, Patrick, et al.
Publicado: (2024)

Relying on the Unreliable: The Impact of Language Models' Reluctance to Express Uncertainty
por: Zhou, Kaitlyn, et al.
Publicado: (2024)

Who Changed the Destiny of Rural Students, and How?: Unpacking ICT-Mediated Remote Education in Rural China
por: Sun, Yuling, et al.
Publicado: (2024)