Abstract:
The advent of artificial intelligence coding tools calls for a shift in focus in the PPIG community from the psychology of writing programs toward the psychology of evaluating them. Using some simple (but real) examples in the domain of educational programming, this paper explores what approaches non- programmers might use to determine whether a program that has been given to them works as desired, including the roles of AI tools in this process, as well as in writing the code. The exploration suggests that cognitive dimensions are useful in understanding these matters, and that there are a number of research directions that may support the creation of programs that are easier for people to evaluate.
PPIG 2025 - 36th Annual Workshop
Design opportunities for the psychology of programming after AI