Exploring the Design Space of LLM-Based Programming Support in CS Education: A Scoping Review through the Lens of Assistance Governance
3.40T1 sourcearXiv cs.HC
Source record
Published by arXiv cs.HC (T1 source). The original is at https://arxiv.org/abs/2607.21257.
Pipeline notes
The summary and note below are generated by the signal pipeline — they are Beyond Desk’s reading, not quotations from the source.
SummaryScoping review of 90 peer-reviewed LLM-based programming support systems in CS education. Introduces the PEA framework (Policy, Enforcement, Authority) for analyzing how systems govern AI assistance, finding varied enforcement mechanisms but centralized authority, and offers a codebook and map of underexplored design configurations.
Why it mattersA structured lens for comparing and designing pedagogically bounded LLM tutoring tools, grounded in a synthesis of 90 systems and explicit about where the design space remains underused.
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