📝 SummarXiv

Abstract

Generative AI has the potential to enhance education by providing personalized feedback to students at scale. Recent work has proposed techniques to improve AI-generated programming hints and has evaluated their performance based on expert-designed rubrics or student ratings. However, it remains unclear how the rubrics used to design these techniques align with students' perceived helpfulness of hints. In this paper, we systematically study the mismatches in perceived hint quality from students' and experts' perspectives based on the deployment of AI-generated hints in a Python programming course. We analyze scenarios with discrepancies between student and expert evaluations, in particular, where experts rated a hint as high-quality while the student found it unhelpful. We identify key reasons for these discrepancies and classify them into categories, such as hints not accounting for the student's main concern or not considering previous help requests. Finally, we propose and discuss preliminary results on potential methods to bridge these gaps, first by extending the expert-designed quality rubric and then by adapting the hint generation process, e.g., incorporating the student's comments or history. These efforts contribute toward scalable, personalized, and pedagogically sound AI-assisted feedback systems, which are particularly important for high-enrollment educational settings.