# Automatic Generation of Programming Exercises and Code Explanations using Large Language Models

arXiv: https://arxiv.org/abs/2206.11861 · HTML: https://mlsanity.com/paper/2206.11861/

## Key facts

- Cited by 126 papers in the map (data through 14 Oct 2026).
- Builds on 10 of its 103 references that are in the map.
- First posted on arXiv 3 Jun 2022.

## Builds on (most cited first, 10 of 10)

- [Language Models are Few-Shot Learners](https://mlsanity.com/paper/2005.14165/) (2020)
- [Evaluating Large Language Models Trained on Code](https://mlsanity.com/paper/2107.03374/) (2021)
- [Large Language Models are Zero-Shot Reasoners](https://mlsanity.com/paper/2205.11916/) (2022)
- [Competition-Level Code Generation with AlphaCode](https://mlsanity.com/paper/2203.07814/) (2022)
- [CodeBERT: A Pre-Trained Model for Programming and Natural Languages](https://mlsanity.com/paper/2002.08155/) (2020)
- [Large Pre-trained Language Models Contain Human-like Biases of What is Right and Wrong to Do](https://mlsanity.com/paper/2103.11790/) (2021)
- [A Neural Network Solves, Explains, and Generates University Math Problems by Program Synthesis and Few-Shot Learning at Human Level](https://mlsanity.com/paper/2112.15594/) (2021)
- [Pop Quiz! Can a Large Language Model Help With Reverse Engineering?](https://mlsanity.com/paper/2202.01142/) (2022)
- [To What Extent do Deep Learning-based Code Recommenders Generate Predictions by Cloning Code from the Training Set?](https://mlsanity.com/paper/2204.06894/) (2022)
- [Let's Ask Students About Their Programs, Automatically](https://mlsanity.com/paper/2103.11138/) (2021)

## Built on by (most cited first, 30 of 126)

- [CodeT: Code Generation with Generated Tests](https://mlsanity.com/paper/2207.10397/) (2022)
- [Using an LLM to Help With Code Understanding](https://mlsanity.com/paper/2307.08177/) (2023)
- [Domain Specialization as the Key to Make Large Language Models Disruptive: A Comprehensive Survey](https://mlsanity.com/paper/2305.18703/) (2023)
- [Programming Is Hard -- Or at Least It Used to Be: Educational Opportunities And Challenges of AI Code Generation](https://mlsanity.com/paper/2212.01020/) (2022)
- [The Robots are Here: Navigating the Generative AI Revolution in Computing Education](https://mlsanity.com/paper/2310.00658/) (2023)
- [CodeAid: Evaluating a Classroom Deployment of an LLM-based Programming Assistant that Balances Student and Educator Needs](https://mlsanity.com/paper/2401.11314/) (2024)
- [Practical and Ethical Challenges of Large Language Models in Education: A Systematic Scoping Review](https://mlsanity.com/paper/2303.13379/) (2023)
- [Conversing with Copilot: Exploring Prompt Engineering for Solving CS1 Problems Using Natural Language](https://mlsanity.com/paper/2210.15157/) (2022)
- [Language Models Can Teach Themselves to Program Better](https://mlsanity.com/paper/2207.14502/) (2022)
- [Is ChatGPT the Ultimate Programming Assistant -- How far is it?](https://mlsanity.com/paper/2304.11938/) (2023)
- [Building Machines that Learn and Think with People](https://mlsanity.com/paper/2408.03943/) (2024)
- [CodeHelp: Using Large Language Models with Guardrails for Scalable Support in Programming Classes](https://mlsanity.com/paper/2308.06921/) (2023)
- [Using Large Language Models to Enhance Programming Error Messages](https://mlsanity.com/paper/2210.11630/) (2022)
- ["It's Weird That it Knows What I Want": Usability and Interactions with Copilot for Novice Programmers](https://mlsanity.com/paper/2304.02491/) (2023)
- [Comparing Code Explanations Created by Students and Large Language Models](https://mlsanity.com/paper/2304.03938/) (2023)
- [Computing Education in the Era of Generative AI](https://mlsanity.com/paper/2306.02608/) (2023)
- [The Widening Gap: The Benefits and Harms of Generative AI for Novice Programmers](https://mlsanity.com/paper/2405.17739/) (2024)
- [Exploring the Responses of Large Language Models to Beginner Programmers' Help Requests](https://mlsanity.com/paper/2306.05715/) (2023)
- [Thrilled by Your Progress! Large Language Models (GPT-4) No Longer Struggle to Pass Assessments in Higher Education Programming Courses](https://mlsanity.com/paper/2306.10073/) (2023)
- [Generative AI for Programming Education: Benchmarking ChatGPT, GPT-4, and Human Tutors](https://mlsanity.com/paper/2306.17156/) (2023)
- [A Comparative Study of AI-Generated (GPT-4) and Human-crafted MCQs in Programming Education](https://mlsanity.com/paper/2312.03173/) (2023)
- [Generating High-Precision Feedback for Programming Syntax Errors using Large Language Models](https://mlsanity.com/paper/2302.04662/) (2023)
- [Detecting LLM-Generated Text in Computing Education: A Comparative Study for ChatGPT Cases](https://mlsanity.com/paper/2307.07411/) (2023)
- [Automating Human Tutor-Style Programming Feedback: Leveraging GPT-4 Tutor Model for Hint Generation and GPT-3.5 Student Model for Hint Validation](https://mlsanity.com/paper/2310.03780/) (2023)
- [Rubric Is All You Need: Enhancing LLM-based Code Evaluation With Question-Specific Rubrics](https://mlsanity.com/paper/2503.23989/) (2025)
- [Exploring Parameter-Efficient Fine-Tuning Techniques for Code Generation with Large Language Models](https://mlsanity.com/paper/2308.10462/) (2023)
- [Exploring the Potential of Large Language Models to Generate Formative Programming Feedback](https://mlsanity.com/paper/2309.00029/) (2023)
- [Refactoring Programs Using Large Language Models with Few-Shot Examples](https://mlsanity.com/paper/2311.11690/) (2023)
- [Evaluation of OpenAI Codex for HPC Parallel Programming Models Kernel Generation](https://mlsanity.com/paper/2306.15121/) (2023)
- [The Landscape and Challenges of HPC Research and LLMs](https://mlsanity.com/paper/2402.02018/) (2024)

## Abstract (arXiv)

This article explores the natural language generation capabilities of large language models with application to the production of two types of learning resources common in programming courses. Using OpenAI Codex as the large language model, we create programming exercises (including sample solutions and test cases) and code explanations, assessing these qualitatively and quantitatively. Our results suggest that the majority of the automatically generated content is both novel and sensible, and in some cases ready to use as is. When creating exercises we find that it is remarkably easy to influence both the programming concepts and the contextual themes they contain, simply by supplying keywords as input to the model. Our analysis suggests that there is significant value in massive generative machine learning models as a tool for instructors, although there remains a need for some oversight to ensure the quality of the generated content before it is delivered to students. We further discuss the implications of OpenAI Codex and similar tools for introductory programming education and highlight future research streams that have the potential to improve the quality of the educational experience for both teachers and students alike.