BoilerSketch: A TA-Supervised, Diagram-First GenAI Practice for Structured Diagrams in CS1/Early CS2

• URL: http://arxiv.org/abs/2608.00844v1
• Date: Sat, 01 Aug 2026 19:52:00 GMT
• Title: BoilerSketch: A TA-Supervised, Diagram-First GenAI Practice for Structured Diagrams in CS1/Early CS2
• Abstract summary: Most AI tutoring tools remain text-forward and unreliable at producing accurate, pedagogically useful visuals.<n>BoilerSketch addresses this gap through a dual-pane interaction model that combines chat with a pen-enabled whiteboard for student sketches.<n>To preserve academic integrity, the system is intentionally scoped to conceptual explanation.
• Score: 0.0
• License: http://creativecommons.org/licenses/by/4.0/
• Abstract: This innovative practice full paper presents BoilerSketch, a TA-supervised, diagram-first GenAI practice and tablet interface for providing structured visual explanations in CS1 and early CS2 support settings. Large early computing courses routinely face a support bottleneck during labs and office hours because many student questions are best answered with a diagram rather than additional text, yet most AI tutoring tools remain text-forward and unreliable at producing accurate, pedagogically useful visuals. BoilerSketch addresses this gap through a dual-pane interaction model that combines chat with a pen-enabled whiteboard for student sketches and a prompting strategy that constrains the model to generate structured, renderable Mermaid diagrams rather than free-form images. To preserve academic integrity, the system is intentionally scoped to conceptual explanation: it forbids executable code and code-level debugging and uses a human-in-the-loop workflow in which teaching assistants remain accountable supervisors who can monitor sessions and intervene when responses require correction, deeper probing, or escalation to live help. We report a 45-minute expert evaluation with 21 instructional staff from a large programming course who used BoilerSketch on representative questions and completed a post-use survey. Two-thirds rated the system at least moderately helpful for conceptual understanding and at least moderately useful for typical support tasks. Staff saw the strongest value in routine diagram-based explanations and noted limits in diagram depth and applicability to more advanced topics. We conclude with practical guidance for adopting supervised, diagram-first GenAI support in early computing courses, emphasizing scope-and-escalation rules, prompt-as-policy guardrails, and reliable structured diagram rendering.

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