Improving Student-AI Interaction Through Pedagogical Prompting: An Example in Computer Science Education
Project Overview
The document explores the integration of generative AI, particularly large language models (LLMs), into education through a novel approach known as pedagogical prompting. This method encourages students to learn how to interact effectively with AI, thereby enhancing their educational experience, especially in computer science. A study conducted by the authors involved both instructors and students, focusing on the development and evaluation of an intervention aimed at improving students' ability to formulate prompts for LLMs. The findings indicate that this intervention not only improved students' prompt-crafting skills but also led to better learning outcomes and heightened engagement with AI tools. Overall, the document highlights the potential of generative AI in transforming educational practices by equipping students with the skills necessary to leverage AI technology effectively for their learning.
Key Applications
Pedagogical prompting intervention using an interactive system
Context: Early undergraduate computer science education (CS1/CS2), targeting novice students
Implementation: Developed an interactive system for teaching prompt construction through scenario-based learning activities.
Outcomes: Significant improvements in students' ability to write pedagogical prompts, increased confidence in using LLMs for learning, and positive attitudes towards future use of pedagogical prompts.
Challenges: Initial dependency on direct answers from AI, potential cognitive overload from prompt construction, and varied student engagement levels.
Implementation Barriers
Cognitive Barrier
Students may struggle with the cognitive load required to construct effective prompts, leading to frustration and disengagement.
Proposed Solutions: Implement structured scaffolding to guide prompt construction and reduce cognitive load.
Behavioral Barrier
Students often default to seeking direct solutions from AI instead of using it pedagogically.
Proposed Solutions: Educators should emphasize the importance of pedagogical prompting and provide direct instruction on its use.
Project Team
Ruiwei Xiao
Researcher
Xinying Hou
Researcher
Runlong Ye
Researcher
Majeed Kazemitabaar
Researcher
Nicholas Diana
Researcher
Michael Liut
Researcher
John Stamper
Researcher
Contact Information
For information about the paper, please contact the authors.
Authors: Ruiwei Xiao, Xinying Hou, Runlong Ye, Majeed Kazemitabaar, Nicholas Diana, Michael Liut, John Stamper
Source Publication: View Original PaperLink opens in a new window
Project Contact: Dr. Jianhua Yang
LLM Model Version: gpt-4o-mini-2024-07-18
Analysis Provider: Openai