We examined the efficacy of AI-assisted learning in an introductory programming course at the university level by using a GPT-4 model to generate personalized hints for compiler errors within a platform for automated assessment of programming assignments. The control group had no access to GPT hints. In the experimental condition GPT hints were provided when a compiler error was detected, for the first half of the problems in each module. For the latter half of the module, hints were disabled. Students highly rated the usefulness of GPT hints. In affect surveys, the experimental group reported significantly higher levels of focus and lower levels of confrustion (confusion and frustration) than the control group. For the six most commonly occurring error types we observed mixed results in terms of performance when access to GPT hints was enabled for the experimental group. However, in the absence of GPT hints, the experimental group's performance surpassed the control group for five out of the six error types.

翻译：我们在大学级别的入门编程课程中，通过使用GPT-4模型在编程作业自动评估平台内生成针对编译器错误的个性化提示，考察了AI辅助学习的有效性。对照组无法获取GPT提示。实验组在检测到编译器错误时获得GPT提示，仅限每个模块前半部分问题。在模块后半部分，提示被禁用。学生们对GPT提示的实用性评价很高。在情感调查中，实验组报告称其专注度显著高于对照组，而困惑挫败感（困惑与挫败的混合情绪）显著低于对照组。针对六种最常见的错误类型，我们在实验组启用GPT提示后观察到了参差不齐的表现结果。然而，在没有GPT提示的情况下，实验组在六种错误类型中的五种上的表现优于对照组。