Miroslav Suzara

Benjamin Klieger, Charis Charitsis, Miroslav Suzara et al.

We explore the potential for productive team-based collaboration between humans and Artificial Intelligence (AI) by presenting and conducting initial tests with a general framework that enables multiple human and AI agents to work together as peers. ChatCollab's novel architecture allows agents - human or AI - to join collaborations in any role, autonomously engage in tasks and communication within Slack, and remain agnostic to whether their collaborators are human or AI. Using software engineering as a case study, we find that our AI agents successfully identify their roles and responsibilities, coordinate with other agents, and await requested inputs or deliverables before proceeding. In relation to three prior multi-agent AI systems for software development, we find ChatCollab AI agents produce comparable or better software in an interactive game development task. We also propose an automated method for analyzing collaboration dynamics that effectively identifies behavioral characteristics of agents with distinct roles, allowing us to quantitatively compare collaboration dynamics in a range of experimental conditions. For example, in comparing ChatCollab AI agents, we find that an AI CEO agent generally provides suggestions 2-4 times more often than an AI product manager or AI developer, suggesting agents within ChatCollab can meaningfully adopt differentiated collaborative roles. Our code and data can be found at: https://github.com/ChatCollab.

Allen Nie, Yash Chandak, Miroslav Suzara et al.

Large language models (LLMs) are quickly being adopted in a wide range of learning experiences, especially via ubiquitous and broadly accessible chat interfaces like ChatGPT and Copilot. This type of interface is readily available to students and teachers around the world, yet relatively little research has been done to assess the impact of such generic tools on student learning. Coding education is an interesting test case, both because LLMs have strong performance on coding tasks, and because LLM-powered support tools are rapidly becoming part of the workflow of professional software engineers. To help understand the impact of generic LLM use on coding education, we conducted a large-scale randomized control trial with 5,831 students from 146 countries in an online coding class in which we provided some students with access to a chat interface with GPT-4. We estimate positive benefits on exam performance for adopters, the students who used the tool, but over all students, the advertisement of GPT-4 led to a significant average decrease in exam participation. We observe similar decreases in other forms of course engagement. However, this decrease is modulated by the student's country of origin. Offering access to LLMs to students from low human development index countries increased their exam participation rate on average. Our results suggest there may be promising benefits to using LLMs in an introductory coding class, but also potential harms for engagement, which makes their longer term impact on student success unclear. Our work highlights the need for additional investigations to help understand the potential impact of future adoption and integration of LLMs into classrooms.