arXiv subjects

Kathryn Cunningham

Publications and source records attributed to Kathryn Cunningham.

4 recordsLinked to original sources

arXiv2026

Learner-Centered Design of Educational Tools for Cross-Expertise Technical Communication in Computing Contexts

Cross-expertise technical communication (i.e., communicating about computing topics across levels of computing expertise) is important for workplace collaboration. However, students are underprepared because computing education rarely explicitly teaches communication, and available practice tends to occur among peers with similar expertise. We take a learner-centered design approach to inform technologies for developing these skills. We interviewed 12 industry professionals and conducted focus group and co-design sessions with 14 college students preparing for computing-related roles. Professionals emphasized adapting communication, negotiating expectations, building shared understanding, and using multiple modalities and artifacts. Students anticipated challenges adapting communication, navigating unfamiliar workplace dynamics, and communicating under fear of judgment, and valued rich, realistic practice environments that preserved their psychological safety. Synthesizing professional and learner perspectives with educational theory, we conclude that building self-efficacy through authentic mastery experiences and changing attitudes related to help-seeking are critical elements for educational technology design in this context.

cs.HC↗

arXiv2026

Implementation of Split Deadlines in a Large CS1 Course

Office hour utilization in computer science courses can spike near deadlines, producing long wait times, frustrated students, and overworked staff. To address this problem, a large CS1 course implemented a split deadlines policy. Students were randomly divided into two groups with staggered release and due dates. Each group had the same amount of time to complete assignments, but the number of students with each due date was reduced by half. Our study evaluates the effectiveness of this policy. We measure office hour utilization and staff efficiency near deadlines, examine the policy's impact on student performance, and investigate student perception of the policy's fairness and effectiveness. Overall we found that the split deadline policy increased office hour efficiency, resulted in no significant difference in performance between groups, and was considered fair and effective by most students. Our experience report includes reflections and student feedback indicating how to implement and further improve similar policies.

cs.CY↗

arXiv2025

Generating Planning Feedback for Open-Ended Programming Exercises with LLMs

To complete an open-ended programming exercise, students need to both plan a high-level solution and implement it using the appropriate syntax. However, these problems are often autograded on the correctness of the final submission through test cases, and students cannot get feedback on their planning process. Large language models (LLM) may be able to generate this feedback by detecting the overall code structure even for submissions with syntax errors. To this end, we propose an approach that detects which high-level goals and patterns (i.e. programming plans) exist in a student program with LLMs. We show that both the full GPT-4o model and a small variant (GPT-4o-mini) can detect these plans with remarkable accuracy, outperforming baselines inspired by conventional approaches to code analysis. We further show that the smaller, cost-effective variant (GPT-4o-mini) achieves results on par with state-of-the-art (GPT-4o) after fine-tuning, creating promising implications for smaller models for real-time grading. These smaller models can be incorporated into autograders for open-ended code-writing exercises to provide feedback for students' implicit planning skills, even when their program is syntactically incorrect. Furthermore, LLMs may be useful in providing feedback for problems in other domains where students start with a set of high-level solution steps and iteratively compute the output, such as math and physics problems.

cs.CL↗

arXiv2025

PLAID: Supporting Computing Instructors to Identify Domain-Specific Programming Plans at Scale

Pedagogical approaches focusing on stereotypical code solutions, known as programming plans, can increase problem-solving ability and motivate diverse learners. However, plan-focused pedagogies are rarely used beyond introductory programming. Our formative study (N=10 educators) showed that identifying plans is a tedious process. To advance plan-focused pedagogies in application-focused domains, we created an LLM-powered pipeline that automates the effortful parts of educators' plan identification process by providing use-case-driven program examples and candidate plans. In design workshops (N=7 educators), we identified design goals to maximize instructors' efficiency in plan identification by optimizing interaction with this LLM-generated content. Our resulting tool, PLAID, enables instructors to access a corpus of relevant programs to inspire plan identification, compare code snippets to assist plan refinement, and facilitates them in structuring code snippets into plans. We evaluated PLAID in a within-subjects user study (N=12 educators) and found that PLAID led to lower cognitive demand and increased productivity compared to the state-of-the-art. Educators found PLAID beneficial for generating instructional material. Thus, our findings suggest that human-in-the-loop approaches hold promise for supporting plan-focused pedagogies at scale.

cs.HC↗