arXiv subjects

Samvrit Srinath

Publications and source records attributed to Samvrit Srinath.

3 recordsLinked to original sources

arXiv2025

Country-in-the-Middle: Measuring Paths between People and their Governments

Understanding where Internet services are hosted, and how users reach them, has captured the interest of government regulators and others concerned with the privacy of data flows. In this paper we focus on government websites -- services which arguably merit a higher expectation of protection against foreign surveillance or interference -- and seek to identify countries in the middle (CitMs): countries that are neither the source nor destination in a path for a resident visiting their online government services. Finding these CitMs raises daunting methodological challenges. We propose a framework to identify CitMs and use a pilot study of 149 countries to refine our methodology before conducting an in-depth measurement study of 11 countries. For our focused study, we compile an extensive set of websites hosting government services and analyze over 9,000 IP-level paths from vantage points in those countries to these services. We conduct extensive manual validation to corroborate or discard paths based on the aforementioned challenges, and discuss paths that experience unexpected CitMs.

cs.NI↗

arXiv2025

Assessing Problem Decomposition in CS1 for the GenAI Era

Problem decomposition--the ability to break down a large task into smaller, well-defined components--is a critical skill for effectively designing and creating large programs, but it is often not included in introductory computer science curricula. With the rise of generative AI (GenAI), students even at the introductory level are able to generate large quantities of code, and it is becoming increasingly important to equip them with the ability to decompose problems. There is not yet a consensus among educators on how to best teach and assess the skill of decomposition, particularly in introductory computing. This practitioner paper details the development of questions to assess the skill of problem decomposition, and impressions about how these questions were received by students. A challenge unique to problem decomposition questions is their necessarily lengthy context, and we detail our approach to addressing this problem using Question Suites: scaffolded sequences of questions that help students understand a question's context before attempting to decompose it. We then describe the use of open-ended drawing of decomposition diagrams as another form of assessment. We outline the learning objectives used to design our questions and describe how we addressed challenges encountered in early iterations. We present our decomposition assessment materials and reflections on them for educators who wish to teach problem decomposition to beginner programmers.

cs.CY↗

arXiv2025

Integrating Large Language Models and Evaluating Student Outcomes in an Introductory Computer Science Course

Generative AI (GenAI) models have broad implications for education in general, impacting the foundations of what we teach and how we assess. This is especially true in computing, where LLMs tuned for coding have demonstrated shockingly good performance on the types of assignments historically used in introductory CS (CS1) courses. As a result, CS1 courses will need to change what skills are taught and how they are assessed. Computing education researchers have begun to study student use of LLMs, but there remains much to be understood about the ways that these tools affect student outcomes. In this paper, we present the design and evaluation of a new CS1 course at a large research-intensive university that integrates the use of LLMs as a learning tool for students. We describe the design principles used to create our new CS1-LLM course, our new course objectives, and evaluation of student outcomes and perceptions throughout the course as measured by assessment scores and surveys. Our findings suggest that 1) student exam performance outcomes, including differences among demographic groups, are largely similar to historical outcomes for courses without integration of LLM tools, 2) large, open-ended projects may be particularly valuable in an LLM context, and 3) students predominantly found the LLM tools helpful, although some had concerns regarding over-reliance on the tools.

cs.CY↗