The Robots Are ComingExploring the Implications of OpenAI Codex on Introductory Programming
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Zusammenfassungen
Von Beat Döbeli Honegger, erfasst im Biblionetz am 18.12.2022
Recent advances in artificial intelligence have been driven by an exponential growth in digitised data. Natural language processing, in
particular, has been transformed by machine learning models such
as OpenAI’s GPT-3 which generates human-like text so realistic that
its developers have warned of the dangers of its misuse. In recent
months OpenAI released Codex, a new deep learning model trained
on Python code from more than 50 million GitHub repositories.
Provided with a natural language description of a programming
problem as input, Codex generates solution code as output. It can
also explain (in English) input code, translate code between programming languages, and more. In this work, we explore how Codex
performs on typical introductory programming problems. We report its performance on real questions taken from introductory
programming exams and compare it to results from students who
took these same exams under normal conditions, demonstrating
that Codex outscores most students. We then explore how Codex
handles subtle variations in problem wording using several published variants of the well-known “Rainfall Problem” along with one unpublished variant we have used in our teaching. We find the
model passes many test cases for all variants. We also explore how
much variation there is in the Codex generated solutions, observing
that an identical input prompt frequently leads to very different
solutions in terms of algorithmic approach and code length. Finally, we discuss the implications that such technology will have
for computing education as it continues to evolve, including both
challenges and opportunities.
Von James Finnie-Ansley, Paul Denny, Brett A. Becker, Andrew Luxton-Reilly, James Prather im Text The Robots Are Coming (2022)
Dieses Konferenz-Paper erwähnt ...
![]() Personen KB IB clear | Brett A. Becker, Heather E. Bullock, Angela Carbone, Beth Cook, Kelly Downey, Alex D. Edgcomb, Julian Fernald, Kathi Fisler, Mark Guzdial, Petri Ihantola, Essi Isohanni, Ville Isomöttönen, Chris W. Johnson 0002, Antti-Jussi Lakanen, Vesa Lappalainen, Andrew Luxton-Reilly, Charlie McDowell, Joe Michael Allen, Kris Miller, Keith Quille, Otto Seppälä, Judy Sheard, Simon, Elliot Soloway, Juha Sorva, Frank Vahid, Arto Vihavainen, Linda L. Werner | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Dieses Konferenz-Paper erwähnt vermutlich nicht ... 
![]() Nicht erwähnte Begriffe | blockbasierte Programmierumgebungen, Informatikunterricht in der Schule, Intelligenz |
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- The dawn of AI has come, and its implications for education couldn’t be more significant (Vitomir Kovanovic) (2022)
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Beat hat Dieses Konferenz-Paper erst in den letzten 6 Monaten in Biblionetz aufgenommen. Er hat Dieses Konferenz-Paper einmalig erfasst und bisher nicht mehr bearbeitet. Beat besitzt kein physisches, aber ein digitales Exemplar. Eine digitale Version ist auf dem Internet verfügbar (s.o.). Es gibt bisher nur wenige Objekte im Biblionetz, die dieses Werk zitieren.