Majd Sakr

Jaromir Savelka, Arav Agarwal, Marshall An et al. · cmu

This paper studies recent developments in large language models' (LLM) abilities to pass assessments in introductory and intermediate Python programming courses at the postsecondary level. The emergence of ChatGPT resulted in heated debates of its potential uses (e.g., exercise generation, code explanation) as well as misuses in programming classes (e.g., cheating). Recent studies show that while the technology performs surprisingly well on diverse sets of assessment instruments employed in typical programming classes the performance is usually not sufficient to pass the courses. The release of GPT-4 largely emphasized notable improvements in the capabilities related to handling assessments originally designed for human test-takers. This study is the necessary analysis in the context of this ongoing transition towards mature generative AI systems. Specifically, we report the performance of GPT-4, comparing it to the previous generations of GPT models, on three Python courses with assessments ranging from simple multiple-choice questions (no code involved) to complex programming projects with code bases distributed into multiple files (599 exercises overall). Additionally, we analyze the assessments that were not handled well by GPT-4 to understand the current limitations of the model, as well as its capabilities to leverage feedback provided by an auto-grader. We found that the GPT models evolved from completely failing the typical programming class' assessments (the original GPT-3) to confidently passing the courses with no human involvement (GPT-4). While we identified certain limitations in GPT-4's handling of MCQs and coding exercises, the rate of improvement across the recent generations of GPT models strongly suggests their potential to handle almost any type of assessment widely used in higher education programming courses. These findings could be leveraged by educators and institutions to adapt the design of programming assessments as well as to fuel the necessary discussions into how programming classes should be updated to reflect the recent technological developments. This study provides evidence that programming instructors need to prepare for a world in which there is an easy-to-use widely accessible technology that can be utilized by learners to collect passing scores, with no effort whatsoever, on what today counts as viable programming knowledge and skills assessments.

Jaromir Savelka, Arav Agarwal, Christopher Bogart et al. · cmu

We evaluated the capability of generative pre-trained transformers (GPT), to pass assessments in introductory and intermediate Python programming courses at the postsecondary level. Discussions of potential uses (e.g., exercise generation, code explanation) and misuses (e.g., cheating) of this emerging technology in programming education have intensified, but to date there has not been a rigorous analysis of the models' capabilities in the realistic context of a full-fledged programming course with diverse set of assessment instruments. We evaluated GPT on three Python courses that employ assessments ranging from simple multiple-choice questions (no code involved) to complex programming projects with code bases distributed into multiple files (599 exercises overall). Further, we studied if and how successfully GPT models leverage feedback provided by an auto-grader. We found that the current models are not capable of passing the full spectrum of assessments typically involved in a Python programming course (<70% on even entry-level modules). Yet, it is clear that a straightforward application of these easily accessible models could enable a learner to obtain a non-trivial portion of the overall available score (>55%) in introductory and intermediate courses alike. While the models exhibit remarkable capabilities, including correcting solutions based on auto-grader's feedback, some limitations exist (e.g., poor handling of exercises requiring complex chains of reasoning steps). These findings can be leveraged by instructors wishing to adapt their assessments so that GPT becomes a valuable assistant for a learner as opposed to an end-to-end solution.

Jaromir Savelka, Arav Agarwal, Christopher Bogart et al. · cmu

We analyzed effectiveness of three generative pre-trained transformer (GPT) models in answering multiple-choice question (MCQ) assessments, often involving short snippets of code, from introductory and intermediate programming courses at the postsecondary level. This emerging technology stirs countless discussions of its potential uses (e.g., exercise generation, code explanation) as well as misuses in programming education (e.g., cheating). However, the capabilities of GPT models and their limitations to reason about and/or analyze code in educational settings have been under-explored. We evaluated several OpenAI's GPT models on formative and summative MCQ assessments from three Python courses (530 questions). We found that MCQs containing code snippets are not answered as successfully as those that only contain natural language. While questions requiring to fill-in a blank in the code or completing a natural language statement about the snippet are handled rather successfully, MCQs that require analysis and/or reasoning about the code (e.g., what is true/false about the snippet, or what is its output) appear to be the most challenging. These findings can be leveraged by educators to adapt their instructional practices and assessments in programming courses, so that GPT becomes a valuable assistant for a learner as opposed to a source of confusion and/or potential hindrance in the learning process.

Christopher Bogart, Aparna Warrier, Arav Agarwal et al.

As artificial intelligence (AI) systems become ubiquitous in professional contexts, there is an urgent need to equip workers, often with backgrounds outside of STEM, with the skills to use these tools effectively as well as responsibly, that is, to be AI literate. However, prevailing definitions and therefore assessments of AI literacy often emphasize foundational technical knowledge, such as programming, mathematics, and statistics, over practical knowledge such as interpreting model outputs, selecting tools, or identifying ethical concerns. This leaves a noticeable gap in assessing someone's AI literacy for real-world job use. We propose a work-task-oriented assessment model for AI literacy which is grounded in the competencies required for effective use of AI tools in professional settings. We describe the development of a novel AI literacy assessment instrument, and accompanying formative assessments, in the context of a US Navy robotics training program. The program included training in robotics and AI literacy, as well as a competition with practical tasks and a multiple choice scenario task meant to simulate use of AI in a job setting. We found that, as a measure of applied AI literacy, the competition's scenario task outperformed the tests we adopted from past research or developed ourselves. We argue that when training people for AI-related work, educators should consider evaluating them with instruments that emphasize highly contextualized practical skills rather than abstract technical knowledge, especially when preparing workers without technical backgrounds for AI-integrated roles.

Atharva Naik, Jessica Ruhan Yin, Anusha Kamath et al. · cmu

An advantage of Large Language Models (LLMs) is their contextualization capability - providing different responses based on student inputs like solution strategy or prior discussion, to potentially better engage students than standard feedback. We present a design and evaluation of a proof-of-concept LLM application to offer students dynamic and contextualized feedback. Specifically, we augment an Online Programming Exercise bot for a college-level Cloud Computing course with ChatGPT, which offers students contextualized reflection triggers during a collaborative query optimization task in database design. We demonstrate that LLMs can be used to generate highly situated reflection triggers that incorporate details of the collaborative discussion happening in context. We discuss in depth the exploration of the design space of the triggers and their correspondence with the learning objectives as well as the impact on student learning in a pilot study with 34 students.

Jaromir Savelka, Can Kultur, Arav Agarwal et al. · cmu

The accelerating pace of developments in Artificial Intelligence~(AI) and the increasing role that technology plays in society necessitates substantial changes in the structure of the workforce. Besides scientists and engineers, there is a need for a very large workforce of competent AI technicians (i.e., maintainers, integrators) and users~(i.e., operators). As traditional 4-year and 2-year degree-based education cannot fill this quickly opening gap, alternative training methods have to be developed. We present the results of the first four years of the AI Technicians program which is a unique collaboration between the U.S. Army's Artificial Intelligence Integration Center (AI2C) and Carnegie Mellon University to design, implement and evaluate novel rapid occupational training methods to create a competitive AI workforce at the technicians level. Through this multi-year effort we have already trained 59 AI Technicians. A key observation is that ongoing frequent updates to the training are necessary as the adoption of AI in the U.S. Army and within the society at large is evolving rapidly. A tight collaboration among the stakeholders from the army and the university is essential for successful development and maintenance of the training for the evolving role. Our findings can be leveraged by large organizations that face the challenge of developing a competent AI workforce as well as educators and researchers engaged in solving the challenge.

Sreecharan Sankaranarayanan, Siddharth Reddy Kandimalla, Christopher Bogart et al.

Contributing to the literature on aptitude-treatment interactions between worked examples and problem-solving, this paper addresses differential learning from the two approaches when students are positioned as domain experts learning new concepts. Our evaluation is situated in a team project that is part of an advanced software engineering course. In this course, students who possess foundational domain knowledge but are learning new concepts engage alternatively in programming followed by worked example-based reflection. They are either allowed to finish programming or are curtailed after a pre-specified time to participate in a longer worked example-based reflection. We find significant pre- to post-test learning gains in both conditions. Then, we not only find significantly more learning when students participated in longer worked example-based reflections but also a significant performance improvement on a problem-solving transfer task. These findings suggest that domain experts learning new concepts benefit more from worked example-based reflections than from problem-solving.

Maxim Makatchev, Reid Simmons, Majd Sakr et al.

Achieving homophily, or association based on similarity, between a human user and a robot holds a promise of improved perception and task performance. However, no previous studies that address homophily via ethnic similarity with robots exist. In this paper, we discuss the difficulties of evoking ethnic cues in a robot, as opposed to a virtual agent, and an approach to overcome those difficulties based on using ethnically salient behaviors. We outline our methodology for selecting and evaluating such behaviors, and culminate with a study that evaluates our hypotheses of the possibility of ethnic attribution of a robot character through verbal and nonverbal behaviors and of achieving the homophily effect.

Maxim Makatchev, Reid Simmons, Majd Sakr

We present the first annotated corpus of nonverbal behaviors in receptionist interactions, and the first nonverbal corpus (excluding the original video and audio data) of service encounters freely available online. Native speakers of American English and Arabic participated in a naturalistic role play at reception desks of university buildings in Doha, Qatar and Pittsburgh, USA. Their manually annotated nonverbal behaviors include gaze direction, hand and head gestures, torso positions, and facial expressions. We discuss possible uses of the corpus and envision it to become a useful tool for the human-robot interaction community.