Generative AI for Programming Education: Benchmarking ChatGPT, GPT-4, and Human Tutors

• URL: http://arxiv.org/abs/2306.17156v3
• Date: Tue, 1 Aug 2023 00:03:25 GMT
• Title: Generative AI for Programming Education: Benchmarking ChatGPT, GPT-4, and Human Tutors
• Authors: Tung Phung, Victor-Alexandru P\u{a}durean, Jos\'e Cambronero, Sumit Gulwani, Tobias Kohn, Rupak Majumdar, Adish Singla, Gustavo Soares
• Abstract summary: We systematically evaluate two models, ChatGPT (based on GPT-3.5) and GPT-4, and compare their performance with human tutors for a variety of scenarios. Our results show that GPT-4 drastically outperforms ChatGPT (based on GPT-3.5) and comes close to human tutors' performance for several scenarios.
• Score: 21.227955181065948
• License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
• Abstract: Generative AI and large language models hold great promise in enhancing computing education by powering next-generation educational technologies for introductory programming. Recent works have studied these models for different scenarios relevant to programming education; however, these works are limited for several reasons, as they typically consider already outdated models or only specific scenario(s). Consequently, there is a lack of a systematic study that benchmarks state-of-the-art models for a comprehensive set of programming education scenarios. In our work, we systematically evaluate two models, ChatGPT (based on GPT-3.5) and GPT-4, and compare their performance with human tutors for a variety of scenarios. We evaluate using five introductory Python programming problems and real-world buggy programs from an online platform, and assess performance using expert-based annotations. Our results show that GPT-4 drastically outperforms ChatGPT (based on GPT-3.5) and comes close to human tutors' performance for several scenarios. These results also highlight settings where GPT-4 still struggles, providing exciting future directions on developing techniques to improve the performance of these models.

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