arXiv subjects

Ally Limke

Publications and source records attributed to Ally Limke.

4 recordsLinked to original sources

arXiv2026

Exploring Teacher-Chatbot Interaction and Affect in Block-Based Programming

AI-based chatbots have the potential to accelerate learning and teaching, but may also have counterproductive consequences without thoughtful design and scaffolding. To better understand teachers' perspectives on large language model (LLM)-based chatbots, we conducted a study with 11 teams of middle school teachers using chatbots for a science and computational thinking activity within a block-based programming environment. Based on a qualitative analysis of audio transcripts and chatbot interactions, we propose three profiles: explorer, frustrated, and mixed, that reflect diverse scaffolding needs. In their discussions, we found that teachers perceived chatbot benefits such as building prompting skills and self-confidence alongside risks including potential declines in learning and critical thinking. Key design recommendations include scaffolding the introduction to chatbots, facilitating teacher control of chatbot features, and suggesting when and how chatbots should be used. Our contribution informs the design of chatbots to support teachers and learners in middle school coding activities.

cs.CY↗

arXiv2026

Exploring the Design and Impact of Interactive Worked Examples for Learners with Varying Prior Knowledge

Tutoring systems improve learning through tailored interventions, such as worked examples, but often suffer from the aptitude-treatment interaction effect where low prior knowledge learners benefit more. We applied the ICAP learning theory to design two new types of worked examples, Buggy (students fix bugs), and Guided (students complete missing rules), requiring varying levels of cognitive engagement, and investigated their impact on learning in a controlled experiment with 155 undergraduate students in a logic problem solving tutor. Students in the Buggy and Guided examples groups performed significantly better on the posttest than those receiving passive worked examples. Buggy problems helped high prior knowledge learners whereas Guided problems helped low prior knowledge learners. Behavior analysis showed that Buggy produced more exploration-revision cycles, while Guided led to more help-seeking and fewer errors. This research contributes to the design of interventions in logic problem solving for varied levels of learner knowledge and a novel application of behavior analysis to compare learner interactions with the tutor.

cs.HC↗

arXiv2025

SnapClass: An AI-Enhanced Classroom Management System for Block-Based Programming

Block-Based Programming (BBP) platforms, such as Snap!, have become increasingly prominent in K-12 computer science education due to their ability to simplify programming concepts and foster computational thinking from an early age. While these platforms engage students through visual and gamified interfaces, teachers often face challenges in using them effectively and finding all the necessary features for classroom management. To address these challenges, we introduce SnapClass, a classroom management system integrated within the Snap! programming environment. SnapClass was iteratively developed drawing on established research about the pedagogical and logistical challenges teachers encounter in computing classrooms. Specifically, SnapClass allows educators to create and customize block-based coding assignments based on student skill levels, implement rubric-based auto-grading, and access student code history and recovery features. It also supports monitoring student engagement and idle time, and includes a help dashboard with a raise hand feature to assist students in real time. This paper describes the design and key features of SnapClass those are developed and those are under progress.

cs.CY↗

arXiv2025

LLMs' Reshaping of People, Processes, Products, and Society in Software Development: A Comprehensive Exploration with Early Adopters

Large language models (LLMs) are rapidly reshaping software development, but their impact across the software development lifecycle is underexplored. Existing work focuses on isolated activities such as code generation or testing, leaving open questions about how LLMs affect developers, processes, products, and the software ecosystem. We address this gap through semi-structured interviews with sixteen early-adopter software professionals who integrated LLM-based tools into their day-to-day work in early to mid-2023. We treat these interviews as early empirical evidence and compare participants' accounts with recent work on LLMs in software engineering, noting which early patterns persist or shift. Using thematic analysis, we organize findings around four dimensions: people, process, product, and society. Developers reported substantial productivity gains from reducing routine tasks, streamlining search, and accelerating debugging, but also described a productivity-quality paradox: they often discarded generated code and shifted effort from writing to critically evaluating and integrating it. LLM use was highly phase-dependent, with strong uptake in implementation and debugging but limited influence on requirements gathering and other collaborative work. Participants developed new competencies to use LLMs effectively, including prompt engineering strategies, layered verification, and secure integration to protect proprietary data. They anticipated changes in hiring expectations, team practices, and computing education, while emphasizing that human judgment and foundational software engineering skills remain essential. Our findings, later echoed in large-scale quantitative studies, offer actionable implications for developers, organizations, educators, and tool designers seeking to integrate LLMs responsibly into software practice today.

cs.SE↗