4 Search Results for "Bauer, Yannik"

Document
DOI: 10.4230/OASIcs.ICPEC.2025.2
Enabling Secure Coding: Exploring GenAI for Developer Training and Education

Authors: Sathwik Amburi, Tiago Espinha Gasiba, Ulrike Lechner, and Maria Pinto-Albuquerque

Published in: OASIcs, Volume 133, 6th International Computer Programming Education Conference (ICPEC 2025)

Abstract
The rapid adoption of GenAI for code generation presents unprecedented opportunities and significant security challenges. Raising awareness about secure coding is critical for preventing software vulnerabilities. To investigate how Generative AI can best support secure coding, we built an AI Secure Coding platform, an interactive training environment that embeds a GPT-4 based chatbot directly into a structured challenge workflow. The platform comprises a landing page, a challenges page with three AI-generated tasks, and a challenge page where participants work with code snippets. In each challenge, developers (1) identify vulnerabilities by reviewing code and adding comments, (2) ask the AI for help via a chat based interface, (3) review and refine comments based on AI feedback, and (4) fix vulnerabilities by submitting secure patches. The study involved 18 industry developers tackling three challenges. Participants used the AI Secure Coding Platform to detect and remediate vulnerabilities and then completed a survey to capture their opinions and comfort level with AI assisted platform for secure coding. Results show that AI assistance can boost productivity, reduce errors, and uncover more defects when treated as a "second pair of eyes," but it can also foster over-reliance. This study introduces the AI Secure Coding platform, presents preliminary results from a initial study, and shows that embedding GenAI into a structured secure-coding workflow can both enable and challenge developers. This work also opens the door to a new research field: leveraging GenAI to enable secure software development.
Cite as

Sathwik Amburi, Tiago Espinha Gasiba, Ulrike Lechner, and Maria Pinto-Albuquerque. Enabling Secure Coding: Exploring GenAI for Developer Training and Education. In 6th International Computer Programming Education Conference (ICPEC 2025). Open Access Series in Informatics (OASIcs), Volume 133, pp. 2:1-2:15, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2025)

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@InProceedings{amburi_et_al:OASIcs.ICPEC.2025.2,
  author =	{Amburi, Sathwik and Espinha Gasiba, Tiago and Lechner, Ulrike and Pinto-Albuquerque, Maria},
  title =	{{Enabling Secure Coding: Exploring GenAI for Developer Training and Education}},
  booktitle =	{6th International Computer Programming Education Conference (ICPEC 2025)},
  pages =	{2:1--2:15},
  series =	{Open Access Series in Informatics (OASIcs)},
  ISBN =	{978-3-95977-393-5},
  ISSN =	{2190-6807},
  year =	{2025},
  volume =	{133},
  editor =	{Queir\'{o}s, Ricardo and Pinto, M\'{a}rio and Portela, Filipe and Sim\~{o}es, Alberto},
  publisher =	{Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
  address =	{Dagstuhl, Germany},
  URL =		{https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2025.2},
  URN =		{urn:nbn:de:0030-drops-240321},
  doi =		{10.4230/OASIcs.ICPEC.2025.2},
  annote =	{Keywords: Secure Coding, Industry, Software Development, Generative AI, Large Language Models, Teaching}
}
Document
DOI: 10.4230/OASIcs.ICPEC.2025.15
Designing a Multi-Narrative Gamified Learning Experience

Authors: Yannik Bauer, José Paulo Leal, Ricardo Queirós, Jakub Swacha, and José Paiva

Published in: OASIcs, Volume 133, 6th International Computer Programming Education Conference (ICPEC 2025)

Abstract
The combination of storytelling and gamification in educational settings has emerged as a method to enhance student engagement and learning outcomes. Through an overarching narrative, course content can be connected while providing context for gamified exercises, creating a motivating and competitive learning experience. However, a narrative that resonates with one student may not interest others. The presented solution to this problem is to offer multiple narratives for students to choose from. This enables the students to engage with the material in ways that align with their interests and motivations. Yet, managing multiple narratives presents several challenges. Each narrative must cover all syllabus topics equally, and every exercise must be available across all narratives while maintaining consistent difficulty levels and learning objectives. This paper presents a systematic approach for creating gamified courses with multiple narratives. The methodology includes the development of a base course template and its narrative variations, along with transformation processes to generate exercises in the FGPE Ecosystem, namely AuthorKit and FGPE PLE. The final output is a single Moodle MBZ file that can be imported into Moodle, a widely adopted learning management system.
Cite as

Yannik Bauer, José Paulo Leal, Ricardo Queirós, Jakub Swacha, and José Paiva. Designing a Multi-Narrative Gamified Learning Experience. In 6th International Computer Programming Education Conference (ICPEC 2025). Open Access Series in Informatics (OASIcs), Volume 133, pp. 15:1-15:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2025)

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@InProceedings{bauer_et_al:OASIcs.ICPEC.2025.15,
  author =	{Bauer, Yannik and Leal, Jos\'{e} Paulo and Queir\'{o}s, Ricardo and Swacha, Jakub and Paiva, Jos\'{e}},
  title =	{{Designing a Multi-Narrative Gamified Learning Experience}},
  booktitle =	{6th International Computer Programming Education Conference (ICPEC 2025)},
  pages =	{15:1--15:8},
  series =	{Open Access Series in Informatics (OASIcs)},
  ISBN =	{978-3-95977-393-5},
  ISSN =	{2190-6807},
  year =	{2025},
  volume =	{133},
  editor =	{Queir\'{o}s, Ricardo and Pinto, M\'{a}rio and Portela, Filipe and Sim\~{o}es, Alberto},
  publisher =	{Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
  address =	{Dagstuhl, Germany},
  URL =		{https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2025.15},
  URN =		{urn:nbn:de:0030-drops-240450},
  doi =		{10.4230/OASIcs.ICPEC.2025.15},
  annote =	{Keywords: Gamification, Storytelling, Personalized Learning, Programming Education, Multi-Narrative}
}
Document
DOI: 10.4230/OASIcs.ICPEC.2024.21
Authoring Programming Exercises for Automated Assessment Assisted by Generative AI

Authors: Yannik Bauer, José Paulo Leal, and Ricardo Queirós

Published in: OASIcs, Volume 122, 5th International Computer Programming Education Conference (ICPEC 2024)

Abstract
Generative AI presents both challenges and opportunities for educators. This paper explores its potential for automating the creation of programming exercises designed for automated assessment. Traditionally, creating these exercises is a time-intensive and error-prone task that involves developing exercise statements, solutions, and test cases. This ongoing research analyzes the capabilities of the OpenAI GPT API to automatically create these components. An experiment using the OpenAI GPT API to automatically create 120 programming exercises produced interesting results, such as the difficulties encountered in generating valid JSON formats and creating matching test cases for solution code. Learning from this experiment, an enhanced feature was developed to assist teachers in creating programming exercises and was integrated into Agni, a virtual learning environment (VLE). Despite the challenges in generating entirely correct programming exercises, this approach shows potential for reducing the time required to create exercises, thus significantly aiding teachers. The evaluation of this approach, comparing the efficiency and usefulness of using the OpenAI GPT API or authoring the exercises oneself, is in progress.
Cite as

Yannik Bauer, José Paulo Leal, and Ricardo Queirós. Authoring Programming Exercises for Automated Assessment Assisted by Generative AI. In 5th International Computer Programming Education Conference (ICPEC 2024). Open Access Series in Informatics (OASIcs), Volume 122, pp. 21:1-21:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2024)

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@InProceedings{bauer_et_al:OASIcs.ICPEC.2024.21,
  author =	{Bauer, Yannik and Leal, Jos\'{e} Paulo and Queir\'{o}s, Ricardo},
  title =	{{Authoring Programming Exercises for Automated Assessment Assisted by Generative AI}},
  booktitle =	{5th International Computer Programming Education Conference (ICPEC 2024)},
  pages =	{21:1--21:8},
  series =	{Open Access Series in Informatics (OASIcs)},
  ISBN =	{978-3-95977-347-8},
  ISSN =	{2190-6807},
  year =	{2024},
  volume =	{122},
  editor =	{Santos, Andr\'{e} L. and Pinto-Albuquerque, Maria},
  publisher =	{Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
  address =	{Dagstuhl, Germany},
  URL =		{https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2024.21},
  URN =		{urn:nbn:de:0030-drops-209901},
  doi =		{10.4230/OASIcs.ICPEC.2024.21},
  annote =	{Keywords: ChatGPT, generative AI, programming exercises, automated assessment}
}
Document
Short Paper
DOI: 10.4230/OASIcs.ICPEC.2023.4
Can a Content Management System Provide a Good User Experience to Teachers? (Short Paper)

Authors: Yannik Bauer, José Paulo Leal, and Ricardo Queirós

Published in: OASIcs, Volume 112, 4th International Computer Programming Education Conference (ICPEC 2023)

Abstract
The paper discusses an ongoing project that aims to enhance the UX of teachers while using e-learning systems. Specifically, the project focuses on developing the teacher’s user interface (UI) for Agni, a web-based code playground for learning JavaScript. The goal is to design an intuitive UI with valuable features that will encourage more teachers to use the system. To achieve this goal, the paper explores the use of a headless Content Management System (CMS) called Strapi. The primary research question the paper seeks to answer is whether a headless CMS, specifically Strapi, can provide a good UX to teachers. A usability evaluation of the built-in Strapi UI for content creation and management reveals it to be generally consistent and user-friendly but challenging and unintuitive to create courses with programming exercises. As a result, the decision was made to develop a new teacher’s UI based on the existing Agni UI for students in an editable version. Once the development is complete, a new usability evaluation of the fully developed teacher’s UI will be conducted with the Strapi UI evaluation as a baseline for comparison.
Cite as

Yannik Bauer, José Paulo Leal, and Ricardo Queirós. Can a Content Management System Provide a Good User Experience to Teachers? (Short Paper). In 4th International Computer Programming Education Conference (ICPEC 2023). Open Access Series in Informatics (OASIcs), Volume 112, pp. 4:1-4:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2023)

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@InProceedings{bauer_et_al:OASIcs.ICPEC.2023.4,
  author =	{Bauer, Yannik and Leal, Jos\'{e} Paulo and Queir\'{o}s, Ricardo},
  title =	{{Can a Content Management System Provide a Good User Experience to Teachers?}},
  booktitle =	{4th International Computer Programming Education Conference (ICPEC 2023)},
  pages =	{4:1--4:8},
  series =	{Open Access Series in Informatics (OASIcs)},
  ISBN =	{978-3-95977-290-7},
  ISSN =	{2190-6807},
  year =	{2023},
  volume =	{112},
  editor =	{Peixoto de Queir\'{o}s, Ricardo Alexandre and Teixeira Pinto, M\'{a}rio Paulo},
  publisher =	{Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
  address =	{Dagstuhl, Germany},
  URL =		{https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2023.4},
  URN =		{urn:nbn:de:0030-drops-185004},
  doi =		{10.4230/OASIcs.ICPEC.2023.4},
  annote =	{Keywords: learning environment, programming exercises, programming learning, automatic assessment, headless CMS, CMS, user experience}
}
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