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| Autores principales: | , , , |
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| Formato: | Preprint |
| Publicado: |
2026
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| Materias: | |
| Acceso en línea: | https://arxiv.org/abs/2602.15336 |
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| _version_ | 1866915801606389760 |
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| author | Thota, Yogeswar Reddy Rafatirad, Setareh Houman, Homayoun Nikoubin, Tooraj |
| author_facet | Thota, Yogeswar Reddy Rafatirad, Setareh Houman, Homayoun Nikoubin, Tooraj |
| contents | Large Language Models (LLMs) are increasingly used by undergraduate students as on-demand tutors, yet their reliability on circuit- and diagram-based digital logic problems remains unclear. We present a human- AI study evaluating three widely used LLMs (GPT, Gemini, and Claude) on 10 undergraduate-level digital logic questions spanning non-standard counters, JK-based state transitions, timing diagrams, frequency division, and finite-state machines. Twenty-four students performed pairwise model comparisons, providing per-question judgments on (i) preferred model, (ii) perceived correctness, (iii) consistency, (iv) verbosity, and (v) confidence, along with global ratings of overall model quality, satisfaction across multiple dimensions (e.g., accuracy and clarity), and perceived mental effort required to verify answers. To benchmark technical validity, we applied an independent judge-based evaluation against official solutions for all ten questions, using strict correctness criteria. Results reveal a consistent gap between perceived helpfulness and formal correctness: for the most sequentially demanding problems (Q1- Q7), none of the evaluated LLMs matched the official answers, despite producing confident, well-structured explanations that students often rated favorably. Error analysis indicates that models frequently default to canonical textbook templates (e.g., standard ripple counters) and struggle to translate circuit structure into exact state evolution and timing behavior. These findings suggest that, without verification scaffolds, LLMs may be unreliable for core digital logic topics and can inadvertently reinforce misconceptions in undergraduate instruction. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2602_15336 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Human-AI Interaction: Evaluating LLM Reasoning on Digital Logic Circuit included Graph Problems, in terms of creativity in design and analysis Thota, Yogeswar Reddy Rafatirad, Setareh Houman, Homayoun Nikoubin, Tooraj Hardware Architecture Large Language Models (LLMs) are increasingly used by undergraduate students as on-demand tutors, yet their reliability on circuit- and diagram-based digital logic problems remains unclear. We present a human- AI study evaluating three widely used LLMs (GPT, Gemini, and Claude) on 10 undergraduate-level digital logic questions spanning non-standard counters, JK-based state transitions, timing diagrams, frequency division, and finite-state machines. Twenty-four students performed pairwise model comparisons, providing per-question judgments on (i) preferred model, (ii) perceived correctness, (iii) consistency, (iv) verbosity, and (v) confidence, along with global ratings of overall model quality, satisfaction across multiple dimensions (e.g., accuracy and clarity), and perceived mental effort required to verify answers. To benchmark technical validity, we applied an independent judge-based evaluation against official solutions for all ten questions, using strict correctness criteria. Results reveal a consistent gap between perceived helpfulness and formal correctness: for the most sequentially demanding problems (Q1- Q7), none of the evaluated LLMs matched the official answers, despite producing confident, well-structured explanations that students often rated favorably. Error analysis indicates that models frequently default to canonical textbook templates (e.g., standard ripple counters) and struggle to translate circuit structure into exact state evolution and timing behavior. These findings suggest that, without verification scaffolds, LLMs may be unreliable for core digital logic topics and can inadvertently reinforce misconceptions in undergraduate instruction. |
| title | Human-AI Interaction: Evaluating LLM Reasoning on Digital Logic Circuit included Graph Problems, in terms of creativity in design and analysis |
| topic | Hardware Architecture |
| url | https://arxiv.org/abs/2602.15336 |