Christopher Bull

Christopher Bull, Ahmed Kharrufa

The software development industry is amid another disruptive paradigm change - adopting the use of generative AI (GAI) assistants for programming. Whilst AI is already used in various areas of software engineering, GAI technologies, such as GitHub Copilot and ChatGPT, have ignited peoples' imaginations (and fears). It is unclear how the industry will adapt, but the move to integrate these technologies by large software companies, such as Microsoft (GitHub, Bing) and Google (Bard), is a clear indication of intent and direction. We performed exploratory interviews with industry professionals to understand current practice and challenges, which we incorporate into our vision of a future of software development education and make some pedagogical recommendations.

David Haag, Devender Kumar, Sebastian Gruber et al.

We evaluated the viability of using Large Language Models (LLMs) to trigger and personalize content in Just-in-Time Adaptive Interventions (JITAIs) in digital health. As an interaction pattern representative of context-aware computing, JITAIs are being explored for their potential to support sustainable behavior change, adapting interventions to an individual's current context and needs. Challenging traditional JITAI implementation models, which face severe scalability and flexibility limitations, we tested GPT-4 for suggesting JITAIs in the use case of heart-healthy activity in cardiac rehabilitation. Using three personas representing patients affected by CVD with varying severeness and five context sets per persona, we generated 450 JITAI decisions and messages. These were systematically evaluated against those created by 10 laypersons (LayPs) and 10 healthcare professionals (HCPs). GPT-4-generated JITAIs surpassed human-generated intervention suggestions, outperforming both LayPs and HCPs across all metrics (i.e., appropriateness, engagement, effectiveness, and professionalism). These results highlight the potential of LLMs to enhance JITAI implementations in personalized health interventions, demonstrating how generative AI could revolutionize context-aware computing.

Ahmed Kharrufa, Sami Alghamdi, Abeer Aziz et al.

This work takes a pedagogical lens to explore the implications of generative AI (GenAI) models and tools, such as ChatGPT and GitHub Copilot, in a semester-long 2nd-year undergraduate Software Engineering Team Project. Qualitative findings from survey (39 students) and interviews (eight students) provide insights into the students' views on the impact of GenAI use on their coding experience, learning, and self-efficacy. Our results address a particular gap in understanding the role and implications of GenAI on teamwork, team-efficacy, and team dynamics. The analysis of the learning aspects is distinguished by the application of learning and pedagogy informed lenses to discuss the data. We propose a preliminary design space for GenAI-based programming learning tools highlighting the importance of considering the roles that GenAI can play during the learning process, the varying support-ability patterns that can be applied to each role, and the importance of supporting transparency in GenAI for team members and students in addition to educators.

Sami Saeed Alghamdi, Christopher Bull, Ahmed Kharrufa

Many people learn programming independently from online resources and often report struggles in achieving their personal learning goals. Learners frequently describe their experiences as isolating and frustrating, challenged by abundant uncertainties, information overload, and distraction, compounded by limited guidance. At the same time, social media serves as a personal space where many engage in diverse self-regulation practices, including help-seeking, using external memory aids (e.g., self-notes), self-reflection, emotion regulation, and self-motivation. For instance, learners often mark achievements and set milestones through their posts. In response, we developed a system consisting of a web platform and browser extensions to support self-regulation online. The design aims to add learner-defined structure to otherwise unstructured experiences and bring meaning to curation and reflection activities by translating them into learning stories with AI-generated feedback. We position storytelling as an integrative approach to design that connects resource curation, reflective and sensemaking practice, and narrative practices learners already use across social platforms. We recruited 15 informal programming learners who are regular social media users to engage with the system in a self-paced manner; participation concluded upon submitting a learning story and survey. We used three quantitative scales and a qualitative survey to examine users' characteristics and perceptions of the system's support for their self-regulation. User feedback suggests the system's viability as a self-regulation aid. Learners particularly valued in-situ reflection, automated story feedback, and video annotation, while other features received mixed views. We highlight perceived benefits, friction points, and design opportunities for future AI-augmented self-regulation tools.