LLM chatbot interfaces allow students to get instant, interactive assistance with homework, but doing so carelessly may not advance educational objectives. In this study, an interactive homework help system based on DeepSeek R1 is developed and first implemented for students enrolled in a large computer science beginning programming course. In addition to an assist button in a well-known code editor, our assistant also has a feedback option in our command-line automatic evaluator. It wraps student work in a personalized prompt that advances our educational objectives without offering answers straight away. We have discovered that our assistant can recognize students' conceptual difficulties and provide ideas, plans, and template code in pedagogically appropriate ways. However, among other mistakes, it occasionally incorrectly labels the correct student code as incorrect or encourages students to use correct-but-lesson-inappropriate approaches, which can lead to long and frustrating journeys for the students. After discussing many development and deployment issues, we provide our conclusions and future actions.

This research paper contributes to the computing education research community's understanding of Generative AI (GenAI) in the context of introductory programming, and specifically, how students utilize related tools, such as ChatGPT. An increased understanding of students' use is mandatory for educators and higher education institutions, as GenAI is here to stay, and its performance is likely to improve rapidly in the near future. Learning about students' use patterns is not only crucial to support their learning, but to develop adequate forms of instruction and assessment. With the rapid advancement of AI, its broad availability, and ubiquitous presence in educational environments, elaborating how AI can enhance learning experiences, especially in courses such as introductory programming is important. To date, most studies have focused on the educator's perspective on GenAI, its performance, characteristics, and limitations. However, the student perspective, and how they actually use GenAI tools in course contexts, has not been subject to a great number of studies. Therefore, this study is guided by the following research questions: (1) What do students report on their use pattern of ChatGPT in the context of introductory programming exercises? and (2) How do students perceive ChatGPT in the context of introductory programming exercises? To address these questions, computing students at a large German university were asked to solve programming tasks with the assistance of ChatGPT as part of their introductory programming course. Students (n=298) provided information regarding the use of ChatGPT, and their evaluation of the tool via an online survey. This research provides a comprehensive evaluation of ChatGPT-3.5's application by novice programmers in a higher education context...

The increasing need for competent computing graduates proficient in programming, software development, and related technical competencies [Ca17] is one of the factors exacerbating pressure on higher education institutions to offer high quality, competency-based education [Ra21]. However, the latter requires extensive resources, mentoring, and, for example, formative feedback for learners, especially in introductory programming classes [Je22; Lo24]. This is due to the fact that novices experience a number of challenges in the process, which have been subject to extensive research in the past decades [Du86; Lu18; SS86]. Among them are cognitively demanding competencies [Ki20; Ki24], such as problem understanding, designing and writing algorithms, debugging, and understanding error messages [Du86; ER16; Ki20; Lu18; SS86]). Educators' expectations towards novice learners and what they can achieve in their first semester(s) seem to be too high and unrealistic [Lu16; Lu18; WCL07]. Moreover, the student-educator ratio in introductory programming classes keeps increasing in German higher education institutions, thereby limiting resources to provide feedback and hints, and adequately address heterogeneous prior knowledge and diverse educational biographies [Pe16; SB22].

Large Language Models (LLMs) like GPT and Bard are capable of producing code based on textual descriptions, with remarkable efficacy. Such technology will have profound implications for computing education, raising concerns about cheating, excessive dependence, and a decline in computational thinking skills, among others. There has been extensive research on how teachers should handle this challenge but it is also important to understand how students feel about this paradigm shift. In this research, 52 first-year CS students were surveyed in order to assess their views on technologies with code-generation capabilities, both from academic and professional perspectives. Our findings indicate that while students generally favor the academic use of GPT, they don't over rely on it, only mildly asking for its help. Although most students benefit from GPT, some struggle to use it effectively, urging the need for specific GPT training. Opinions on GPT's impact on their professional lives vary, but there is a consensus on its importance in academic practice.

Predictions of thunderstorm-related hazards are needed in several sectors, including first responders, infrastructure management and aviation. To address this need, we present a deep learning model that can be adapted to different hazard types. The model can utilize multiple data sources; we use data from weather radar, lightning detection, satellite visible/infrared imagery, numerical weather prediction and digital elevation models. We demonstrate the ability of the model to predict lightning, hail and heavy precipitation probabilistically on a 1 km resolution grid, with a temporal resolution of 5 min and lead times up to 60 min. Shapley values quantify the importance of the different data sources, showing that the weather radar products are the most important predictors for all three hazard types.

Generative AI has hit the public imagination in full force during 2022. Perhaps the biggest splash was made by OpenAI's launch of the text-to-image generator DALL-E 2 with its stunning illustrations. Under the guise of generative AI art, code-completion programs are boosting developer productivity by automating repetitive and mundane programming tasks. The world's largest source code host GitHub released its code-completion tool called Copilot in June 2022. It is trained on 45 terabytes of coding data from the GitHub code repository and runs on OpenAI's Codex model.

A deep learning model is presented to nowcast the occurrence of lightning at a five-minute time resolution 60 minutes into the future. The model is based on a recurrent-convolutional architecture that allows it to recognize and predict the spatiotemporal development of convection, including the motion, growth and decay of thunderstorm cells. The predictions are performed on a stationary grid, without the use of storm object detection and tracking. The input data, collected from an area in and surrounding Switzerland, comprise ground-based radar data, visible/infrared satellite data and derived cloud products, lightning detection, numerical weather prediction and digital elevation model data. We analyze different alternative loss functions, class weighting strategies and model features, providing guidelines for future studies to select loss functions optimally and to properly calibrate the probabilistic predictions of their model. Based on these analyses, we use focal loss in this study, but conclude that it only provides a small benefit over cross entropy, which is a viable option if recalibration of the model is not practical. The model achieves a pixel-wise critical success index (CSI) of 0.45 to predict lightning occurrence within 8 km over the 60-min nowcast period, ranging from a CSI of 0.75 at a 5-min lead time to a CSI of 0.32 at a 60-min lead time.

Aalto University and Bayer in February announced they have expanded their collaboration on artificial intelligence-based solutions for enhancing the safety and efficacy of clinical drug research by embarking on a three-year project with HUS Helsinki University Hospital. The methods and algorithms developed as part of the collaboration will be applied to the patient data of the university hospital. "Combining real-world data and clinical research data involves several challenges," told Jussi Leinonen, principal clinical data scientist at Bayer. "With AI, it can be done much faster, more efficiently and also more reliably." The project partners believe artificial intelligence is a means to address numerous challenges associated with drug development, including its resource-intensive nature.