AI-Assisted Help-Seeking Trajectories in Programming Education from an SRL-Informed Perspective
Authors: Boxuan Ma, Huiyong Li, Gen Li, Li Chen, Atsushi Shimada, Shin'ichi Konomi
Organizations: Faculty of Arts and Science, Kyushu University, Fukuoka, Japan. · Research Institute for Information Technology, Kyushu University, Fukuoka, Japan. · Faculty of Information Science and Electrical Engineering, Kyushu University, Fukuoka, Japan. · Division of Math, Sciences, and Information Technology in Education, Osaka Kyoiku University, Osaka, Japan.
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.
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.
As AI code tools become integrated into programming environments, students increasingly describe intended behavior in natural language and rely on these tools to generate code, shifting emphasis from code writing to specification. Yet little is known about the comments students write as specifications in AI-assisted programming tasks. We analyze a four-year dataset of undergraduate programming submissions and reflections from tasks in which students wrote comments to guide code generation and refined solutions using test-case feedback. We introduce a taxonomy spanning three dimensions: comment type, code expression level, and code construct. Using automated classification, we examine how these dimensions vary across attempts and how students describe the process in their reflections. Our findings show that students mostly wrote natural-language What comments, shifted toward How comments for more procedural constructs, and focused more on verifying generated code than on repeatedly rewriting comments.
Current AI-assisted programming tools are predominantly linear and chat-based, which deviates from the iterative and branching nature of programming itself. Our preliminary study with developers using AI assistants suggested that they often struggle to explore alternatives, manage prompting sequences, and trace changes. Informed by these insights, we created EvoGraph, an IDE plugin that integrates AI interactions and code changes as a lightweight and interactive development graph. EvoGraph automatically records a branching AI-assisted coding history and allows developers to manipulate the graph to compare, merge, and revisit prior collaborative AI programming states. Our user study with 20 participants revealed that EvoGraph addressed developers' challenges identified in our preliminary study while imposing lower cognitive load. Participants also found the graph-based representation supported safe exploration, efficient iteration, and reflection on AI-generated changes. Our work highlights design opportunities for tools to help developers make sense of and act on their problem-solving progress in the emerging AI-mediated programming context.