Abstract:This paper investigates supervised fine-tuning of large language models (LLMs) to improve their pedagogical alignment in computing education, addressing concerns that LLMs may hinder learning outcomes. The project utilised a proprietary dataset of 2,500 high quality question/answer pairs from programming course forums, and explores two research questions: the suitability of university course forums in contributing to fine-tuning datasets, and how supervised fine-tuning can improve LLMs' alignment with educational principles such as constructivism. Initial findings suggest benefits in pedagogical alignment of LLMs, with deeper evaluations required.
Abstract:This paper introduces DCC Sidekick, a web-based conversational AI tool that enhances an existing LLM-powered C/C++ compiler by generating educational programming error explanations. The tool seamlessly combines code display, compile- and run-time error messages, and stack frame read-outs alongside an AI interface, leveraging compiler error context for improved explanations. We analyse usage data from a large Australian CS1 course, where 959 students engaged in 11,222 DCC Sidekick sessions, resulting in 17,982 error explanations over seven weeks. Notably, over 50% of interactions occurred outside business hours, underscoring the tool's value as an always-available resource. Our findings reveal strong adoption of AI-assisted debugging tools, demonstrating their scalability in supporting extensive CS1 courses. We provide implementation insights and recommendations for educators seeking to incorporate AI tools with appropriate pedagogical safeguards.
Abstract:While neural approaches using deep learning are the state-of-the-art for natural language processing (NLP) today, pre-neural algorithms and approaches still find a place in NLP textbooks and courses of recent years. In this paper, we compare two introductory NLP courses taught in Australia and India, and examine how Transformer and pre-neural approaches are balanced within the lecture plan and assessments of the courses. We also draw parallels with the objects-first and objects-later debate in CS1 education. We observe that pre-neural approaches add value to student learning by building an intuitive understanding of NLP problems, potential solutions and even Transformer-based models themselves. Despite pre-neural approaches not being state-of-the-art, the paper makes a case for their inclusion in NLP courses today.
Abstract:This paper introduces a method for Large Language Models (LLM) to produce enhanced compiler error explanations, in simple language, within our Debugging C Compiler (DCC). It is well documented that compiler error messages have been known to present a barrier for novices learning how to program. Although our initial use of DCC in introductory programming (CS1) has been instrumental in teaching C to novice programmers by providing safeguards to commonly occurring errors and translating the usually cryptic compiler error messages at both compile- and run-time, we proposed that incorporating LLM-generated explanations would further enhance the learning experience for novice programmers. Through an expert evaluation, we observed that LLM-generated explanations for compiler errors were conceptually accurate in 90% of compile-time errors, and 75% of run-time errors. Additionally, the new DCC-help tool has been increasingly adopted by students, with an average of 1047 unique runs per week, demonstrating a promising initial assessment of using LLMs to complement compiler output to enhance programming education for beginners. We release our tool as open-source to the community.