arXiv subjects

Ahana Ghosh

Publications and source records attributed to Ahana Ghosh.

13 recordsLinked to original sources

arXiv2026

When AI Is Wrong on Purpose: How Students Respond to Buggy GenAI Code

As Generative AI (GenAI) becomes increasingly central to software development, CS education is integrating prompt-centered workflows where students describe intended program behavior in natural language to elicit code. However, professional practice requires careful review and verification of GenAI-generated code that may appear correct while containing subtle faults. This creates a challenge for CS1-level activities, where current models often solve tasks correctly and reduce students' incentive to closely inspect generated outputs. We investigate how prompt-centered programming activities can be adapted to better foster these practices. Specifically, we explore an approach where realistic, runnable bugs are injected into otherwise correct solutions, thus requiring students to read and repair generated outputs. We analyzed 2,636 sessions from 917 students, and examined behavior across instances of naturally occurring prompt-related failures and deliberately injected bugs within each session. Our findings show that students responded differently across bug sources. Deliberately injected bugs more often led to direct code edits and higher next-attempt success, suggesting localized repair of near-miss solutions. Prompt-related failures instead more often led students to refine prompts by clarifying constraints, updating function signatures, adding edge cases, or reframing the task. Student reflections reinforce the emphasis on review and repair, describing useful practice in code understanding, code review, and debugging, as well as a more careful verification mindset and greater awareness of GenAI limitations. Ultimately, prompt-related failures and injected bugs together support a pedagogically useful GenAI workflow, where students practice both specification refinement through prompts and debugging through code editing.

cs.SE↗

arXiv2026

Correcting hidden sampling biases in null models of canalizing Boolean networks

Boolean networks are widely used to model gene regulatory systems. Their structural and dynamical properties are commonly interpreted by comparison with ensembles of random Boolean networks generated by sampling Boolean functions for individual nodes. Canalizing and nested canalizing functions, in which one or more regulatory inputs dominate the output, capture an important feature of gene regulation. These functions are typically generated by sampling their defining parameters uniformly at random. Because multiple parameterizations can represent the same Boolean function, however, this procedure induces a biased distribution over functions and consequently over null models. We develop efficient algorithms for uniformly sampling Boolean functions with prescribed canalizing depth, thereby correcting this systematic bias. Using these unbiased null models, we show that the sampling measure substantially alters function- and network-level properties. Whereas parameter-uniform sampling yields nested canalizing functions with expected average sensitivity one, these sensitivities increase with degree under function-uniform sampling and approach 1.183. These differences alter expectations for robustness, attractor structure, and stability. Reanalysis of 122 published Boolean gene regulatory network models reveals substantially stronger enrichment of low-sensitivity canalizing architectures than previously recognized. Widely used parameter-based null models therefore systematically underestimate baseline sensitivity and overestimate the stabilizing role of canalization.

q-bio.MN↗

arXiv2026

An Experimental Comparison of Cognitive Forcing Functions for Execution Plans in AI-Assisted Writing: Effects On Trust, Overreliance, and Perceived Critical Thinking

Generative AI (GenAI) tools improve productivity in knowledge workflows such as writing, but also risk overreliance and reduced critical thinking. Cognitive forcing functions (CFFs) mitigate these risks by requiring active engagement with AI output. As GenAI workflows grow more complex, systems increasingly present execution plans for user review. However, these plans are themselves AI-generated and prone to overreliance, and the effectiveness of applying CFFs to AI plans remains underexplored. We conduct a controlled experiment in which participants completed AI-assisted writing tasks while reviewing AI-generated plans under four CFF conditions: Assumption (argument analysis), WhatIf (hypothesis testing), Both, and a no-CFF control. A follow-up think-aloud and interview study qualitatively compared these conditions. Results show that the Assumption CFF most effectively reduced overreliance without increasing cognitive load, while participants perceived the WhatIf CFF as most helpful. These findings highlight the value of plan-focused CFFs for supporting critical reflection in GenAI-assisted knowledge work.

cs.HC↗

arXiv2025

The Right Kind of Help: Evaluating the Effectiveness of Feedback Methods in Elementary-Level Visual Programming

We present a large-scale study comparing the effectiveness of various feedback methods in elementary-level programming. While prior work has explored different feedback methods, their relative impact during the learning and post-learning phases remains unclear. In this study, we compare three feedback methods: code-edit recommendations (Code-Rec), quizzes based on code edits (Code-Quiz), and quizzes based on metacognitive strategies (Plan-Quiz), along with a no-feedback control (None). A total of 398 students (across grades 4-7) participated in a two-phase study: a learning phase comprising write-code tasks from the Hour of Code: Maze Challenge with feedback, followed by a post-learning phase comprising more advanced write-code tasks without feedback. All feedback methods significantly improved learning performance over the control, while preserving students' problem-solving skills in the post-learning phase. Furthermore, quiz-based methods showed a consistent trend of stronger performance on novel post-learning tasks. Students in feedback groups also reported greater engagement and perceived skill growth.

cs.CY↗

arXiv2025

Interleaving Natural Language Prompting with Code Editing for Solving Programming Tasks with Generative AI Models

Modern computing students often rely on both natural-language prompting and manual code editing to solve programming tasks. Yet we still lack a clear understanding of how these two modes are combined in practice, and how their usage varies with task complexity and student ability. In this paper, we investigate this through a large-scale study in an introductory programming course, collecting 13,305 interactions from 355 students during a three-day lab activity. Our analysis shows that students primarily use prompting to generate initial solutions, and then often enter short edit-run loops to refine their code following a failed execution. Student reflections confirm that prompting is helpful for structuring solutions, editing is effective for making targeted corrections, while both are useful for learning. We find that manual editing becomes more frequent as task complexity increases, but most edits remain concise, with many affecting a single line of code. Higher-performing students succeed with less reliance on editing and fewer overall interactions. These findings highlight the role of manual editing as a form of last-mile repair, complementing prompting in AI-assisted programming workflows.

cs.CY↗

arXiv2024

Exploring the Impact of Quizzes Interleaved with Write-Code Tasks in Elementary-Level Visual Programming

We explore the role of quizzes in elementary visual programming domains popularly used for K-8 computing education. Prior work has studied various quiz types, such as fill-in-the-gap write-code questions. However, the overall impact of these quizzes is unclear: studies often show utility in the learning phase when enhanced with quizzes, though limited transfer of utility in the post-learning phase. In this paper, we aim to better understand the impact of different quiz types and whether quizzes focusing on diverse skills (e.g., code debugging and task design) would have higher utility. We design a study with Hour of Code: Maze Challenge by code.org as the base curriculum, interleaved with different quiz types. Specifically, we examine two learning groups: (i) HoC-ACE with diverse quizzes including solution tracing, code debugging, code equivalence, and task design; (ii) HoC-Fill with simple quizzes on solution finding. We conducted a large-scale study with 405 students in grades 6--7. Our results highlight that the curriculum enhanced with richer quizzes led to higher utility during the post-learning phase.

cs.CY↗

arXiv2024

Task Synthesis for Elementary Visual Programming in XLogoOnline Environment

In recent years, the XLogoOnline programming platform has gained popularity among novice learners. It integrates the Logo programming language with visual programming, providing a visual interface for learning computing concepts. However, XLogoOnline offers only a limited set of tasks, which are inadequate for learners to master the computing concepts that require sufficient practice. To address this, we introduce XLogoSyn, a novel technique for synthesizing high-quality tasks for varying difficulty levels. Given a reference task, XLogoSyn can generate practice tasks at varying difficulty levels that cater to the varied needs and abilities of different learners. XLogoSyn achieves this by combining symbolic execution and constraint satisfaction techniques. Our expert study demonstrates the effectiveness of XLogoSyn. We have also deployed synthesized practice tasks into XLogoOnline, highlighting the educational benefits of these synthesized practice tasks.

cs.HC↗

arXiv2024

Analyzing-Evaluating-Creating: Assessing Computational Thinking and Problem Solving in Visual Programming Domains

Computational thinking (CT) and problem-solving skills are increasingly integrated into K-8 school curricula worldwide. Consequently, there is a growing need to develop reliable assessments for measuring students' proficiency in these skills. Recent works have proposed tests for assessing these skills across various CT concepts and practices, in particular, based on multi-choice items enabling psychometric validation and usage in large-scale studies. Despite their practical relevance, these tests are limited in how they measure students' computational creativity, a crucial ability when applying CT and problem solving in real-world settings. In our work, we have developed ACE, a novel test focusing on the three higher cognitive levels in Bloom's Taxonomy, i.e., Analyze, Evaluate, and Create. ACE comprises a diverse set of 7x3 multi-choice items spanning these three levels, grounded in elementary block-based visual programming. We evaluate the psychometric properties of ACE through a study conducted with 371 students in grades 3-7 from 10 schools. Based on several psychometric analysis frameworks, our results confirm the reliability and validity of ACE. Our study also shows a positive correlation between students' performance on ACE and performance on Hour of Code: Maze Challenge by Code.org.

cs.CY↗

arXiv2023

Synthesizing a Progression of Subtasks for Block-Based Visual Programming Tasks

Block-based visual programming environments play an increasingly important role in introducing computing concepts to K-12 students. In recent years, they have also gained popularity in neuro-symbolic AI, serving as a benchmark to evaluate general problem-solving and logical reasoning skills. The open-ended and conceptual nature of these visual programming tasks make them challenging, both for state-of-the-art AI agents as well as for novice programmers. A natural approach to providing assistance for problem-solving is breaking down a complex task into a progression of simpler subtasks; however, this is not trivial given that the solution codes are typically nested and have non-linear execution behavior. In this paper, we formalize the problem of synthesizing such a progression for a given reference block-based visual programming task. We propose a novel synthesis algorithm that generates a progression of subtasks that are high-quality, well-spaced in terms of their complexity, and solving this progression leads to solving the reference task. We show the utility of our synthesis algorithm in improving the efficacy of AI agents (in this case, neural program synthesizers) for solving tasks in the Karel programming environment. Then, we conduct a user study to demonstrate that our synthesized progression of subtasks can assist a novice programmer in solving tasks in the Hour of Code: Maze Challenge by Code-dot-org.

cs.AI↗

arXiv2023

Adaptive Scaffolding in Block-Based Programming via Synthesizing New Tasks as Pop Quizzes

Block-based programming environments are increasingly used to introduce computing concepts to beginners. However, novice students often struggle in these environments, given the conceptual and open-ended nature of programming tasks. To effectively support a student struggling to solve a given task, it is important to provide adaptive scaffolding that guides the student towards a solution. We introduce a scaffolding framework based on pop quizzes presented as multi-choice programming tasks. To automatically generate these pop quizzes, we propose a novel algorithm, PQuizSyn. More formally, given a reference task with a solution code and the student's current attempt, PQuizSyn synthesizes new tasks for pop quizzes with the following features: (a) Adaptive (i.e., individualized to the student's current attempt), (b) Comprehensible (i.e., easy to comprehend and solve), and (c) Concealing (i.e., do not reveal the solution code). Our algorithm synthesizes these tasks using techniques based on symbolic reasoning and graph-based code representations. We show that our algorithm can generate hundreds of pop quizzes for different student attempts on reference tasks from Hour of Code: Maze Challenge and Karel. We assess the quality of these pop quizzes through expert ratings using an evaluation rubric. Further, we have built an online platform for practicing block-based programming tasks empowered via pop quiz based feedback, and report results from an initial user study.

cs.AI↗

arXiv2020

Synthesizing Tasks for Block-based Programming

Block-based visual programming environments play a critical role in introducing computing concepts to K-12 students. One of the key pedagogical challenges in these environments is in designing new practice tasks for a student that match a desired level of difficulty and exercise specific programming concepts. In this paper, we formalize the problem of synthesizing visual programming tasks. In particular, given a reference visual task $\rm T^{in}$ and its solution code $\rm C^{in}$, we propose a novel methodology to automatically generate a set $\{(\rm T^{out}, \rm C^{out})\}$ of new tasks along with solution codes such that tasks $\rm T^{in}$ and $\rm T^{out}$ are conceptually similar but visually dissimilar. Our methodology is based on the realization that the mapping from the space of visual tasks to their solution codes is highly discontinuous; hence, directly mutating reference task $\rm T^{in}$ to generate new tasks is futile. Our task synthesis algorithm operates by first mutating code $\rm C^{in}$ to obtain a set of codes $\{\rm C^{out}\}$. Then, the algorithm performs symbolic execution over a code $\rm C^{out}$ to obtain a visual task $\rm T^{out}$; this step uses the Monte Carlo Tree Search (MCTS) procedure to guide the search in the symbolic tree. We demonstrate the effectiveness of our algorithm through an extensive empirical evaluation and user study on reference tasks taken from the \emph{Hour of Code: Classic Maze} challenge by \emph{Code.org} and the \emph{Intro to Programming with Karel} course by \emph{CodeHS.com}.

cs.CY↗

arXiv2020

Towards Deployment of Robust AI Agents for Human-Machine Partnerships

We study the problem of designing AI agents that can robustly cooperate with people in human-machine partnerships. Our work is inspired by real-life scenarios in which an AI agent, e.g., a virtual assistant, has to cooperate with new users after its deployment. We model this problem via a parametric MDP framework where the parameters correspond to a user's type and characterize her behavior. In the test phase, the AI agent has to interact with a user of unknown type. Our approach to designing a robust AI agent relies on observing the user's actions to make inferences about the user's type and adapting its policy to facilitate efficient cooperation. We show that without being adaptive, an AI agent can end up performing arbitrarily bad in the test phase. We develop two algorithms for computing policies that automatically adapt to the user in the test phase. We demonstrate the effectiveness of our approach in solving a two-agent collaborative task.

cs.LG↗

arXiv2019

Learner-aware Teaching: Inverse Reinforcement Learning with Preferences and Constraints

Inverse reinforcement learning (IRL) enables an agent to learn complex behavior by observing demonstrations from a (near-)optimal policy. The typical assumption is that the learner's goal is to match the teacher's demonstrated behavior. In this paper, we consider the setting where the learner has its own preferences that it additionally takes into consideration. These preferences can for example capture behavioral biases, mismatched worldviews, or physical constraints. We study two teaching approaches: learner-agnostic teaching, where the teacher provides demonstrations from an optimal policy ignoring the learner's preferences, and learner-aware teaching, where the teacher accounts for the learner's preferences. We design learner-aware teaching algorithms and show that significant performance improvements can be achieved over learner-agnostic teaching.

cs.LG↗