arXiv subjects

Evanfiya Logacheva

Publications and source records attributed to Evanfiya Logacheva.

4 recordsLinked to original sources

arXiv2026

The Effects of Structured LLM-Generated Feedback on Programming Assignment Performance

When programming students encounter errors in their code, compiler messages or static analysis output often provide limited guidance, particularly for novice programmers. Personalized feedback from instructors can be effective but does not scale well. Recent advances in large language models (LLMs) enable automated feedback generation at scale. This study examines whether LLM-generated feedback with different levels of guidance is associated with differences in students' problem-solving behavior. We analyze effects on time to solution and number of attempts, and examine whether these effects differ by programming experience. We design three feedback types and compare them to a baseline in which students receive only compiler error messages. Results from an online programming course show that LLM-generated feedback is associated with faster time to solution compared to the no-feedback baseline, with less guided feedback showing slightly stronger effects. Overall, the findings suggest that feedback structure plays an important role in how students progress toward correct solutions and motivate further work on adaptive feedback designs and longer-term learning outcomes.

cs.HC↗

arXiv2026

When Looks Do Not Lie: Discourse Structure Guided In-Context Learning for Faithful Diagram Generation

GenAI is widespread in educational applications; however, it is known to generate content with intrinsic and extrinsic hallucination. We introduce a novel method for ICL diagram generation based on Rhetorical Structure Theory, which improves diagram faithfulness to its source text context. We find that ICL performance depends on task distribution and models' reasoning ability, with higher reasoning allowing better quality and performance for an out-of-distribution task. We perform an expert evaluation of 150 generated diagrams and analyze our findings using Bayesian GLMMs. Additionally, we use our evaluation rubric and samples from the data set for automated diagram evaluation, achieving statistically significant agreement with human evaluation.

cs.CL↗

arXiv2024

Evaluating Contextually Personalized Programming Exercises Created with Generative AI

Programming skills are typically developed through completing various hands-on exercises. Such programming problems can be contextualized to students' interests and cultural backgrounds. Prior research in educational psychology has demonstrated that context personalization of exercises stimulates learners' situational interests and positively affects their engagement. However, creating a varied and comprehensive set of programming exercises for students to practice on is a time-consuming and laborious task for computer science educators. Previous studies have shown that large language models can generate conceptually and contextually relevant programming exercises. Thus, they offer a possibility to automatically produce personalized programming problems to fit students' interests and needs. This article reports on a user study conducted in an elective introductory programming course that included contextually personalized programming exercises created with GPT-4. The quality of the exercises was evaluated by both the students and the authors. Additionally, this work investigated student attitudes towards the created exercises and their engagement with the system. The results demonstrate that the quality of exercises generated with GPT-4 was generally high. What is more, the course participants found them engaging and useful. This suggests that AI-generated programming problems can be a worthwhile addition to introductory programming courses, as they provide students with a practically unlimited pool of practice material tailored to their personal interests and educational needs.

cs.HC↗

arXiv2020

AI2D-RST: A multimodal corpus of 1000 primary school science diagrams

This article introduces AI2D-RST, a multimodal corpus of 1000 English-language diagrams that represent topics in primary school natural sciences, such as food webs, life cycles, moon phases and human physiology. The corpus is based on the Allen Institute for Artificial Intelligence Diagrams (AI2D) dataset, a collection of diagrams with crowd-sourced descriptions, which was originally developed to support research on automatic diagram understanding and visual question answering. Building on the segmentation of diagram layouts in AI2D, the AI2D-RST corpus presents a new multi-layer annotation schema that provides a rich description of their multimodal structure. Annotated by trained experts, the layers describe (1) the grouping of diagram elements into perceptual units, (2) the connections set up by diagrammatic elements such as arrows and lines, and (3) the discourse relations between diagram elements, which are described using Rhetorical Structure Theory (RST). Each annotation layer in AI2D-RST is represented using a graph. The corpus is freely available for research and teaching.

cs.CL↗