将ChatGPT3.5用作计算机科学学生助教的益处与风险
Benefits and Risks of Using ChatGPT4 as a Teaching Assistant for Computer Science Students
AI总结：
本文评估ChatGPT3.5作为计算机科学学生助教的可行性，在基础知识、核心能力和高级知识三个层面测试其答案正确性并分析潜在问题，发现其表现随领域专业性提升而急剧下降。
摘要：
ChatGPT3.5发布后，其生成编码专业问题答案的能力震惊了软件工程界。许多教育工作者随即思考，是否可将该聊天机器人用作支持工具，帮助学生解答编程问题。本文从三个层面评估这一可能性：计算机科学基础知识（基础算法与数据结构）、核心能力（设计模式）和高级知识（量子计算）。在每个层面，我们向ChatGPT3.5多次提出标准化问题，随后考察答案的正确性，最后检查是否存在问题。主要结果是，随着领域专业性的提升，ChatGPT3.5的表现急剧下降：基础算法问题的答案几乎总是正确；设计模式问题的生成代码存在大量代码坏味，质量普遍较低，但有时可通过追问修复；量子计算问题的答案则经常明显错误。
英文摘要：
Upon release, ChatGPT3.5 shocked the software engineering community by its ability to generate answers to specialized questions about coding. Immediately, many educators wondered if it was possible to use the chatbot as a support tool that helps students answer their programming questions. This article evaluates this possibility at three levels: fundamental Computer Science knowledge (basic algorithms and data structures), core competency (design patterns), and advanced knowledge (quantum computing). In each case, we ask normalized questions several times to ChatGPT3.5, then look at the correctness of answers, and finally check if this creates issues. The main result is that the performances of ChatGPT3.5 degrades drastically as the specialization of the domain increases: for basic algorithms it returns answers that are almost always correct, for design patterns the generated code contains many code smells and is generally of low quality, but it is still sometimes able to fix it (if asked), and for quantum computing it is often blatantly wrong.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
