# Leveraging Large Language Model and Story-Based Gamification in Intelligent Tutoring System to Scaffold Introductory Programming Courses: A Design-Based Research Study

arXiv: https://arxiv.org/abs/2302.12834 · HTML: https://mlsanity.com/paper/2302.12834/

## Key facts

- Cited by 3 papers in the map (data through 14 Oct 2026).
- Builds on 2 of its 18 references that are in the map.
- First posted on arXiv 25 Feb 2023.

## Builds on (most cited first, 2 of 2)

- [The AI Teacher Test: Measuring the Pedagogical Ability of Blender and GPT-3 in Educational Dialogues](https://mlsanity.com/paper/2205.07540/) (2022)
- [Deep Discourse Analysis for Generating Personalized Feedback in Intelligent Tutor Systems](https://mlsanity.com/paper/2103.07785/) (2021)

## Built on by (most cited first, 3 of 3)

- [A large language model-assisted education tool to provide feedback on open-ended responses](https://mlsanity.com/paper/2308.02439/) (2023)
- [Short Answer Grading Using One-shot Prompting and Text Similarity Scoring Model](https://mlsanity.com/paper/2305.18638/) (2023)
- [Mapping the Design Space of Interactions in Human-AI Text Co-creation Tasks](https://mlsanity.com/paper/2303.06430/) (2023)

## Abstract (arXiv)

Programming skills are rapidly becoming essential for many educational paths and career opportunities. Yet, for many international students, the traditional approach to teaching introductory programming courses can be a significant challenge due to the complexities of the language, the lack of prior programming knowledge, and the language and cultural barriers. This study explores how large language models and gamification can scaffold coding learning and increase Chinese students sense of belonging in introductory programming courses. In this project, a gamification intelligent tutoring system was developed to adapt to Chinese international students learning needs and provides scaffolding to support their success in introductory computer programming courses.