Technology Category
Humans and AI: Game Design — Procedural Content Generation & StorytellingNatural Language Processing: Code Generation / Program Synthesis from Natural LanguageMultiagent Systems: Multiagent Learning
Designing for Self-Regulation in Informal Programming Learning: Insights from a Storytelling-Centric Approach
🤖 AI Summary
To address challenges in informal programming learning—including goal management difficulties, information overload, and social isolation—this study proposes a narrative-centered learning support framework. We designed an AI-augmented system integrating a browser extension and a web platform that automatically harvests learning resources, structures personalized learning narratives, delivers AI-driven real-time feedback, and supports video annotation. By transforming fragmented learning activities and habitual social media engagement into situated reflective practice, the system fosters metacognitive awareness. A 15-participant user study demonstrated significant improvements in self-regulated learning; participants highly valued just-in-time reflection, personalized feedback, and visualized learning trajectories. Our key contributions are threefold: (1) the first formal modeling of spontaneous social behaviors as carriers of learning narratives; (2) the realization of lightweight, context-aware, and sustainable AI-supported informal learning; and (3) empirical validation of narrative scaffolding for self-regulation in open-ended programming education.
Technology Category
Application Category
📝 Abstract
Many people learn programming independently from online resources and often report struggles in achieving their personal learning goals. Learners frequently describe their experiences as isolating and frustrating, challenged by abundant uncertainties, information overload, and distraction, compounded by limited guidance. At the same time, social media serves as a personal space where many engage in diverse self-regulation practices, including help-seeking, using external memory aids (e.g., self-notes), self-reflection, emotion regulation, and self-motivation. For instance, learners often mark achievements and set milestones through their posts. In response, we developed a system consisting of a web platform and browser extensions to support self-regulation online. The design aims to add learner-defined structure to otherwise unstructured experiences and bring meaning to curation and reflection activities by translating them into learning stories with AI-generated feedback. We position storytelling as an integrative approach to design that connects resource curation, reflective and sensemaking practice, and narrative practices learners already use across social platforms. We recruited 15 informal programming learners who are regular social media users to engage with the system in a self-paced manner; participation concluded upon submitting a learning story and survey. We used three quantitative scales and a qualitative survey to examine users' characteristics and perceptions of the system's support for their self-regulation. User feedback suggests the system's viability as a self-regulation aid. Learners particularly valued in-situ reflection, automated story feedback, and video annotation, while other features received mixed views. We highlight perceived benefits, friction points, and design opportunities for future AI-augmented self-regulation tools.
Problem
Research questions and friction points this paper is trying to address.
Support self-regulation in informal programming learning
Address isolation and frustration in online learning
Integrate storytelling to enhance learning reflection
Innovation
Methods, ideas, or system contributions that make the work stand out.
Web platform with browser extensions for self-regulation
AI-generated feedback transforms activities into learning stories
Integrates storytelling with resource curation and reflection
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