# MazeMate: An LLM-Powered Chatbot to Support Computational Thinking in Gamified Programming Learning

arXiv: https://arxiv.org/abs/2511.03727 · HTML: https://mlsanity.com/paper/2511.03727/

## Key facts

- No citing papers in the map yet (data through 14 Oct 2026).
- Placed in Reasoning benchmarks and evaluation, one of 17 directions in LLM reasoning.
- Builds on 3 of its 49 references that are in the map.
- First posted on arXiv 24 Sep 2025.

## Placed in

- LLM reasoning / [Reasoning benchmarks and evaluation](https://mlsanity.com/lr/reasoning-benchmarks-and-evaluation/)

## Builds on (most cited first, 3 of 3)

- [LLM Agents for Education: Advances and Applications](https://mlsanity.com/paper/2503.11733/) (2025)
- [A Survey on Large Language Model Hallucination via a Creativity Perspective](https://mlsanity.com/paper/2402.06647/) (2024)
- [Divergent Creativity in Humans and Large Language Models](https://mlsanity.com/paper/2405.13012/) (2024)

## Abstract (arXiv)

Computational Thinking (CT) is a foundational problem-solving skill, and gamified programming environments are a widely adopted approach to cultivating it. While large language models (LLMs) provide on-demand programming support, current applications rarely foster CT development. We present MazeMate, an LLM-powered chatbot embedded in a 3D Maze programming game, designed to deliver adaptive, context-sensitive scaffolds aligned with CT processes in maze solving and maze design. We report on the first classroom implementation with 247 undergraduates. Students rated MazeMate as moderately helpful, with higher perceived usefulness for maze solving than for maze design. Thematic analysis confirmed support for CT processes such as decomposition, abstraction, and algorithmic thinking, while also revealing limitations in supporting maze design, including mismatched suggestions and fabricated algorithmic solutions. These findings demonstrate the potential of LLM-based scaffolding to support CT and underscore directions for design refinement to enhance MazeMate usability in authentic classrooms.