Choose Your Own Adventure: Non-Linear AI-Assisted Programming with EvoGraph

Generative AI tools provide novice programmers with instant, personalized support, but also raise concerns about whether AI use supports or bypasses students' regulation of problem-solving. Existing work has largely focused on correctness, usability, or overall usage frequency, with less attention to how student--AI help-seeking unfolds. This study addresses this gap by analyzing AI-assisted help-seeking trajectories in university-level programming. Using an SRL-informed analytical framework that links prompt-level help-seeking codes to conceptual, implementation, debugging, and reflective forms of support, we analyzed 1,290 task-specific student prompts linked to 17,190 code submissions from 71 students in introductory Python programming courses. Specifically, we examined how help-seeking interactions were structured across turns and attempts, and how trajectory patterns related to task scores and the number of code submissions. Results indicate that many students primarily used AI for reactive troubleshooting rather than for planned, self-regulated problem-solving. Although trajectory patterns were not associated with significant differences in task scores, they differed substantially in the number of code submissions required. These findings suggest that the educational significance of AI support lies not only in whether students use AI, but in how their help-seeking trajectories develop during programming problem-solving.

Understanding how developers interact with AI coding assistants requires more than chat logs or git histories in isolation; it requires reconstructing the full context: which prompt led to which edit, what the developer tried and discarded, and how their strategy evolved over time. We present RECAP (Replay and Examine Captured AI Programming), an open-source platform that (1) passively records AI chat sessions and fine-grained code edits inside VS Code without disrupting the developer's workflow, (2) merges them into a unified timeline for interactive session replay, and (3) exposes an extensible analysis layer, with example modules for behavioral classification and AI reliance measurement. Deployed in a university software engineering course, RECAP captured 2,034 prompts and 8,239 code edits from 41 students across a multi-week project. We demonstrate how the platform's linked data and replay capabilities enable analyses of developer-AI interaction patterns that no single data source could support.

Generative AI is reshaping higher education programming through vibe coding, where students collaborate with AI via natural language rather than writing code line-by-line. We conceptualize this practice as help-seeking, analyzing 19,418 interaction turns from 110 undergraduate students. Using inductive coding and Heterogeneous Transition Network Analysis, we examined interaction sequences to compare top- and low-performing students. Results reveal that top performers engaged in instrumental help-seeking -- inquiry and exploration -- eliciting tutor-like AI responses. In contrast, low performers relied on executive help-seeking, frequently delegating tasks and prompting the AI to assume an executor role focused on ready-made solutions. These findings indicate that currently generative AI mirrors student intent (whether productive or passive) rather than optimizing for learning. To evolve from tools to teammates, AI systems must move beyond passive compliance. We argue for pedagogically aligned design that detect unproductive delegation and adaptively steer educational interactions toward inquiry, ensuring student-AI partnerships augment rather than replace cognitive effort.