arXiv subjects

Ali Shakiba

Publications and source records attributed to Ali Shakiba.

8 recordsLinked to original sources

arXiv2026

Who Is Doing the Thinking? Characterising Human Agency in First-Year Students' AI Interactions

When students use generative AI to produce their work, the learning process becomes invisible. Established frameworks such as Bloom's taxonomy then classify the cognitive level of what the AI produced, not what the student contributed. We propose the Human Agency Depth Taxonomy (HADT), a preliminary six-tier taxonomy that classifies the engineering contribution a student makes in a prompt, independent of the AI's output. HADT combines three dimensions: contextual bandwidth, engineering abstraction and student agency. We applied HADT to 962 prompts from 105 students' structured AI Journals in an AI-permissive, first-year software engineering course of 145 students, and examined how agency changed over ten journalled weeks. Most prompts (84.2%) carried some student contribution beyond delegation. Agency tracked the development lifecycle. Architecture-discovery prompts dominated the requirements phase (48% of turns) and fell to 5-12% from week 9, while prompts analysing existing systems rose during build and verification (odds ratio 2.88, with turns clustered by student). Two-thirds of the variance in tier lay within students, so agency depended more on the phase of work than on the student. A turn-level rise in delegation in deadline weeks did not hold once turns were clustered by student. Explicitly specifying constraints on the AI's output was rare throughout, which we interpret as a knowledge bottleneck for novices rather than a gap in instruction. We discuss implications for course and assessment design, and for using HADT as a formative lens on how students engage with AI.

cs.SE↗

arXiv2026

Beyond Correctness: How Novice Software Engineering Students Exercise Oversight of Generative AI

Generative AI (GenAI) is shifting software engineering students' work from producing artefacts towards evaluating and supervising AI-generated outputs. However, little is known about what characteristics students identify in outputs when reporting interventions, or how they exercise oversight during authentic software engineering work. We analysed 962 student-AI interaction turns documented by 145 first-year software engineering students through structured AI Journals, including 172 student-declared interventions. Using a multi-dimensional coding framework, we characterised the output characteristics identified in these reported interventions, students' reasons for intervening, the actions they took, and how those actions were enacted. Fitness problems were identified in 74.4% of interventions, compared with 16.9% involving correctness problems, indicating that oversight more often concerned whether plausible AI outputs were suitable for the engineering task than whether they contained explicit errors. Among classifiable interventions, students most frequently modified generated outputs (51.0%) or refined their prompts (28.2%), with both response types commonly associated with engineering fit. Within-student analysis further showed that outputs perceived as containing minor flaws were associated with lower evaluation confidence than outputs perceived as perfect. Taken together, these findings characterise novice AI oversight as a process that extends beyond error detection to encompass both judgement of fitness for purpose and active intervention in AI-assisted engineering work.

cs.SE↗

arXiv2026

When AI Can Build It, What Should We Assess? Rethinking Evidence of Engineering Competence

Generative AI can produce code, tests, documentation, and technical explanations that resemble artefacts traditionally used as evidence of student competence, weakening the inference from artefact quality to the engineering capability behind it. We report the redesign and first deployment of a 13-week, AI-permissive, software-intensive engineering course in which students may delegate substantial work to AI while retaining responsibility for planning, verification, review, integration, and explanation. The redesign couples an engineering accountability workflow, which structures human-AI work and preserves human decision authority, with an assessment evidence architecture comprising six complementary channels: product, process/origin, verification, explanation, reflection, and individual assurance. A collect--cross-check--escalate (CCE) reasoning logic connects these channels rather than treating any single artefact or trace as sufficient evidence of competence. By the end of Week 11, the deployment involved 87 students organised into 17 teams, with 957 individual weekly Git repositories and 34 group-project Git repositories supporting repeated assessment and engineering activity. The first deployment yielded four practical lessons: AI assistance changes where rubric criteria carry evidential weight; multiple evidence channels require deliberate cross-checking and meaningful complementarity; the evidential strength realised in practice may differ from that intended in the assessment design; and automation scales evidence collection more readily than interpretation. The contribution is a conceptually grounded, deployed design for making engineering responsibility and competence more visible when AI can perform substantial artefact production.

cs.SE↗

arXiv2026

Making the Invisible Visible: A Framework for Reflective AI Use in Software Engineering Education

Generative AI (GenAI) is increasingly embedded in software engineering education, supporting activities such as requirements development, design exploration, documentation, and prototyping. However, educators often have visibility only into final artefacts, with limited insight into how students evaluate, verify, and refine AI-generated outputs during the learning process. This creates challenges for assessing evaluative judgement and responsible AI-assisted practice. This paper introduces the AI Journal, a structured reflection framework designed to make student-GenAI interaction visible in first-year software engineering education. The framework combines execution tracking, which records prompts, outputs, intent, and interaction context, with cognitive auditing, which captures verification strategies, intervention decisions, confidence judgements, critical learning moments, and reflections on AI-supported work. Deployed in a first-semester software engineering course, the AI Journal enabled visibility into aspects of student learning not observable through artefact-based assessments alone. Preliminary observations suggested variation in verification practices, intervention strategies, and perceptions of AI-supported work. Critical learning moments frequently occurred when students evaluated contextual suitability, feasibility, and requirements alignment rather than identifying obvious errors. The AI Journal demonstrates a practical, lightweight, and model-agnostic approach for making AI-assisted learning processes visible. By foregrounding verification, intervention, and reflection, it shifts attention from product-focused assessment toward evaluative judgement and responsible AI-assisted practice.

cs.SE↗

arXiv2023

Correlation Clustering Algorithm for Dynamic Complete Signed Graphs: An Index-based Approach

In this paper, we reduce the complexity of approximating the correlation clustering problem from $O(m\times\left( 2+ α(G) \right)+n)$ to $O(m+n)$ for any given value of $\varepsilon$ for a complete signed graph with $n$ vertices and $m$ positive edges where $α(G)$ is the arboricity of the graph. Our approach gives the same output as the original algorithm and makes it possible to implement the algorithm in a full dynamic setting where edge sign flipping and vertex addition/removal are allowed. Constructing this index costs $O(m)$ memory and $O(m\timesα(G))$ time. We also studied the structural properties of the non-agreement measure used in the approximation algorithm. The theoretical results are accompanied by a full set of experiments concerning seven real-world graphs. These results shows superiority of our index-based algorithm to the non-index one by a decrease of %34 in time on average.

cs.DS↗

arXiv2022

Online Correlation Clustering for Dynamic Complete Signed Graphs

In the correlation clustering problem for complete signed graphs, the input is a complete signed graph with edges weighted as $+1$ (denote recommendation to put this pair in the same cluster) or $-1$ (recommending to put this pair of vertices in separate clusters) and the target is to cluster the set of vertices such that the number of disagreements with these recommendations is minimized. In this paper, we consider the problem of correlation clustering for dynamic complete signed graphs where (1) a vertex can be added or deleted, and (2) the sign of an edge can be flipped. In the proposed online scheme, the offline approximation algorithm in [CALM+21] for correlation clustering is used. Up to the author's knowledge, this is the first online algorithm for dynamic graphs which allows a full set of graph editing operations. The proposed approach is rigorously analyzed and compared with a baseline method, which runs the original offline algorithm on each time step. Our results show that the dynamic operations have local effects on the neighboring vertices and we employ this locality to reduce the dependency of the running time in the Baseline to the summation of the degree of all vertices in $G_t$, the graph after applying the graph edit operation at time step $t$, to the summation of the degree of the changing vertices (e.g. two endpoints of an edge) and the number of clusters in the previous time step. Moreover, the required working memory is reduced to the square of the summation of the degree of the modified edge endpoints rather than the total number of vertices in the graph.

cs.DS↗

arXiv2021

W[1]-hardness of Outer Connected Dominating set in d-degenerate Graphs

A set $D \subseteq V$ of a graph $G = (V,E)$ is called an outer-connected dominating set of $G$ if every vertex $v$ not in $D$ is adjacent to at least one vertex in $D$, and the induced subgraph of $G$ on $V \setminus D$ is connected. The Minimum Outer-connected Domination problem is to find an outer-connected dominating set of minimum cardinality for the input graph $G$. Given a positive integer $k$ and a graph $G = (V, E)$, the Outer-connected Domination Decision problem is to decide whether $G$ has an outer-connected dominating set of cardinality at most $k$. The Outer-connected Domination Decision problem is known to be NP-complete, even for bipartite graphs. We study the problem of outer-connected domination on sparse graphs from the perspective of parameterized complexity and show that it is W[1]-hard on d-degenerate graphs, while the original connected dominating set has FTP algorithm on d-degenerate graphs.

cs.CC↗

arXiv2020

A note on belief structures and S-approximation spaces

We study relations between evidence theory and S-approximation spaces. Both theories have their roots in the analysis of Dempster's multivalued mappings and lower and upper probabilities and have close relations to rough sets. We show that an S-approximation space, satisfying a monotonicity condition, can induce a natural belief structure which is a fundamental block in evidence theory. We also demonstrate that one can induce a natural belief structure on one set, given a belief structure on another set if those sets are related by a partial monotone S-approximation space.

cs.AI↗