# Owlgorithm: Supporting Self-Regulated Learning in Competitive Programming through LLM-Driven Reflection

arXiv: https://arxiv.org/abs/2511.09969 · HTML: https://mlsanity.com/paper/2511.09969/

## Key facts

- No citing papers in the map yet (data through 14 Oct 2026).
- Builds on 6 of its 35 references that are in the map.
- First posted on arXiv 13 Nov 2025.

## Builds on (most cited first, 6 of 6)

- [A Prompt Pattern Catalog to Enhance Prompt Engineering with ChatGPT](https://mlsanity.com/paper/2302.11382/) (2023)
- [AI Chains: Transparent and Controllable Human-AI Interaction by Chaining Large Language Model Prompts](https://mlsanity.com/paper/2110.01691/) (2021)
- [Automatic Generation of Programming Exercises and Code Explanations using Large Language Models](https://mlsanity.com/paper/2206.11861/) (2022)
- [The Metacognitive Demands and Opportunities of Generative AI](https://mlsanity.com/paper/2312.10893/) (2023)
- [GAIDE: A Framework for Using Generative AI to Assist in Course Content Development](https://mlsanity.com/paper/2308.12276/) (2023)
- [Let's Ask Students About Their Programs, Automatically](https://mlsanity.com/paper/2103.11138/) (2021)

## Abstract (arXiv)

We present Owlgorithm, an educational platform that supports Self-Regulated Learning (SRL) in competitive programming (CP) through AI-generated reflective questions. Leveraging GPT-4o, Owlgorithm produces context-aware, metacognitive prompts tailored to individual student submissions. Integrated into a second- and third-year CP course, the system-provided reflective prompts adapted to student outcomes: guiding deeper conceptual insight for correct solutions and structured debugging for partial or failed ones. Our exploratory assessment of student ratings and TA feedback revealed both promising benefits and notable limitations. While many found the generated questions useful for reflection and debugging, concerns were raised about feedback accuracy and classroom usability. These results suggest advantages of LLM-supported reflection for novice programmers, though refinements are needed to ensure reliability and pedagogical value for advanced learners. From our experience, several key insights emerged: GenAI can effectively support structured reflection, but careful prompt design, dynamic adaptation, and usability improvements are critical to realizing their potential in education. We offer specific recommendations for educators using similar tools and outline next steps to enhance Owlgorithm's educational impact. The underlying framework may also generalize to other reflective learning contexts.