# Dcc --help: Generating Context-Aware Compiler Error Explanations with Large Language Models

arXiv: https://arxiv.org/abs/2308.11873 · HTML: https://mlsanity.com/paper/2308.11873/

## Key facts

- Cited by 11 papers in the map (data through 14 Oct 2026).
- Builds on 9 of its 41 references that are in the map.
- First posted on arXiv 23 Aug 2023.

## Builds on (most cited first, 9 of 9)

- [Training language models to follow instructions with human feedback](https://mlsanity.com/paper/2203.02155/) (2022)
- [Evaluating Large Language Models Trained on Code](https://mlsanity.com/paper/2107.03374/) (2021)
- [Program Synthesis with Large Language Models](https://mlsanity.com/paper/2108.07732/) (2021)
- [Does the Whole Exceed its Parts? The Effect of AI Explanations on Complementary Team Performance](https://mlsanity.com/paper/2006.14779/) (2020)
- [Explanations Can Reduce Overreliance on AI Systems During Decision-Making](https://mlsanity.com/paper/2212.06823/) (2022)
- [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)
- [Conversing with Copilot: Exploring Prompt Engineering for Solving CS1 Problems Using Natural Language](https://mlsanity.com/paper/2210.15157/) (2022)
- [Using Large Language Models to Enhance Programming Error Messages](https://mlsanity.com/paper/2210.11630/) (2022)
- [ChatGPT and Software Testing Education: Promises & Perils](https://mlsanity.com/paper/2302.03287/) (2023)

## Built on by (most cited first, 11 of 11)

- [Beyond the Hype: A Comprehensive Review of Current Trends in Generative AI Research, Teaching Practices, and Tools](https://mlsanity.com/paper/2412.14732/) (2024)
- [How Novice Programmers Use and Experience ChatGPT when Solving Programming Exercises in an Introductory Course](https://mlsanity.com/paper/2407.20792/) (2024)
- [Analyzing Chat Protocols of Novice Programmers Solving Introductory Programming Tasks with ChatGPT](https://mlsanity.com/paper/2405.19132/) (2024)
- [Supervised Fine-Tuning LLMs to Behave as Pedagogical Agents in Programming Education](https://mlsanity.com/paper/2502.20527/) (2025)
- [Towards LLM-based Root Cause Analysis of Hardware Design Failures](https://mlsanity.com/paper/2507.06512/) (2025)
- [Enhancing Programming Error Messages in Real Time with Generative AI](https://mlsanity.com/paper/2402.08072/) (2024)
- [LLM-aided explanations of EDA synthesis errors](https://mlsanity.com/paper/2404.07235/) (2024)
- [Breaking the Programming Language Barrier: Multilingual Prompting to Empower Non-Native English Learners](https://mlsanity.com/paper/2412.12800/) (2024)
- [Students' Feedback Requests and Interactions with the SCRIPT Chatbot: Do They Get What They Ask For?](https://mlsanity.com/paper/2507.17258/) (2025)
- [AI In Cybersecurity Education -- Scalable Agentic CTF Design Principles and Educational Outcomes](https://mlsanity.com/paper/2603.21551/) (2026)
- [The New Compiler Stack: A Survey on the Synergy of LLMs and Compilers](https://mlsanity.com/paper/2601.02045/) (2026)

## Abstract (arXiv)

In the challenging field of introductory programming, high enrollments and failure rates drive us to explore tools and systems to enhance student outcomes, especially automated tools that scale to large cohorts. This paper presents and evaluates the dcc --help tool, an integration of a Large Language Model (LLM) into the Debugging C Compiler (DCC) to generate unique, novice-focused explanations tailored to each error. dcc --help prompts an LLM with contextual information of compile- and run-time error occurrences, including the source code, error location and standard compiler error message. The LLM is instructed to generate novice-focused, actionable error explanations and guidance, designed to help students understand and resolve problems without providing solutions. dcc --help was deployed to our CS1 and CS2 courses, with 2,565 students using the tool over 64,000 times in ten weeks. We analysed a subset of these error/explanation pairs to evaluate their properties, including conceptual correctness, relevancy, and overall quality. We found that the LLM-generated explanations were conceptually accurate in 90% of compile-time and 75% of run-time cases, but often disregarded the instruction not to provide solutions in code. Our findings, observations and reflections following deployment indicate that dcc-help provides novel opportunities for scaffolding students' introduction to programming.