# Prompt Programming: A Platform for Dialogue-based Computational Problem Solving with Generative AI Models

arXiv: https://arxiv.org/abs/2503.04267 · HTML: https://mlsanity.com/paper/2503.04267/

## Key facts

- Cited by 2 papers in the map (data through 14 Oct 2026).
- Builds on 20 of its 40 references that are in the map.
- First posted on arXiv 6 Mar 2025.

## Builds on (most cited first, 20 of 20)

- [Automatic Generation of Programming Exercises and Code Explanations using Large Language Models](https://mlsanity.com/paper/2206.11861/) (2022)
- [Reading Between the Lines: Modeling User Behavior and Costs in AI-Assisted Programming](https://mlsanity.com/paper/2210.14306/) (2022)
- [The Robots are Here: Navigating the Generative AI Revolution in Computing Education](https://mlsanity.com/paper/2310.00658/) (2023)
- [Experiences from Using Code Explanations Generated by Large Language Models in a Web Software Development E-Book](https://mlsanity.com/paper/2211.02265/) (2022)
- [CodeAid: Evaluating a Classroom Deployment of an LLM-based Programming Assistant that Balances Student and Educator Needs](https://mlsanity.com/paper/2401.11314/) (2024)
- [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)
- [The Widening Gap: The Benefits and Harms of Generative AI for Novice Programmers](https://mlsanity.com/paper/2405.17739/) (2024)
- [A Comparative Study of AI-Generated (GPT-4) and Human-crafted MCQs in Programming Education](https://mlsanity.com/paper/2312.03173/) (2023)
- [How to Teach Programming in the AI Era? Using LLMs as a Teachable Agent for Debugging](https://mlsanity.com/paper/2310.05292/) (2023)
- [Ruffle&Riley: Insights from Designing and Evaluating a Large Language Model-Based Conversational Tutoring System](https://mlsanity.com/paper/2404.17460/) (2024)
- [Is AI the better programming partner? Human-Human Pair Programming vs. Human-AI pAIr Programming](https://mlsanity.com/paper/2306.05153/) (2023)
- [Neural Task Synthesis for Visual Programming](https://mlsanity.com/paper/2305.18342/) (2023)
- [Student-AI Interaction: A Case Study of CS1 students](https://mlsanity.com/paper/2407.00305/) (2024)
- [Large Language Models for In-Context Student Modeling: Synthesizing Student's Behavior in Visual Programming](https://mlsanity.com/paper/2310.10690/) (2023)
- [You're (Not) My Type -- Can LLMs Generate Feedback of Specific Types for Introductory Programming Tasks?](https://mlsanity.com/paper/2412.03516/) (2024)
- [BugSpotter: Automated Generation of Code Debugging Exercises](https://mlsanity.com/paper/2411.14303/) (2024)
- [Breaking the Programming Language Barrier: Multilingual Prompting to Empower Non-Native English Learners](https://mlsanity.com/paper/2412.12800/) (2024)
- [Integrating Natural Language Prompting Tasks in Introductory Programming Courses](https://mlsanity.com/paper/2410.03063/) (2024)
- [Hints Help Finding and Fixing Bugs Differently in Python and Text-based Program Representations](https://mlsanity.com/paper/2412.12471/) (2024)

## Built on by (most cited first, 2 of 2)

- [Exploring Student Behaviors and Motivations using AI TAs with Optional Guardrails](https://mlsanity.com/paper/2504.11146/) (2025)
- [The Vibe Shift in Software Engineering: Evaluating AI-Led Conversational Programming for Performance, Cognition, and Responsible Adoption](https://mlsanity.com/paper/2609.09560/) (2026)

## Abstract (arXiv)

Computing students increasingly rely on generative AI tools for programming assistance, often without formal instruction or guidance. This highlights a need to teach students how to effectively interact with AI models, particularly through natural language prompts, to generate and critically evaluate code for solving computational tasks. To address this, we developed a novel platform for prompt programming that enables authentic dialogue-based interactions, supports problems involving multiple interdependent functions, and offers on-request execution of generated code. Data analysis from over 900 students in an introductory programming course revealed high engagement, with the majority of prompts occurring within multi-turn dialogues. Problems with multiple interdependent functions encouraged iterative refinement, with progression graphs highlighting several common strategies. Students were highly selective about the code they chose to test, suggesting that on-request execution of generated code promoted critical thinking. Given the growing importance of learning dialogue-based programming with AI, we provide this tool as a publicly accessible resource, accompanied by a corpus of programming problems for educational use.