Abstract:Large language models make it easy for students to delegate writing, analysis, and problem-solving to automated systems, bypassing the effortful engagement that produces lasting understanding. We introduce a practical framework that helps educators keep GenAI in the course without removing the cognitive demands that make it worthwhile. We apply Design Science Research (DSR) to synthesise and adapt a taxonomy of nine prompt engineering patterns from established catalogs in the computer science literature, mapped to two pedagogical constructs: Productive Struggle and Evaluative Judgement. A course design for an Advanced Secure Coding module, structured using the DELTA framework, demonstrates the artifact's applicability. Nine prompt patterns, each mapped to a specific pedagogical function, give instructors fine-grained control over how students interact with AI. The secure coding design shows how three patterns (Flipped Interaction, Alternative Approaches, and Cognitive Verifier) scaffold vulnerability discovery and remediation while keeping students in the reasoning role. The framework provides a replicable approach to designing AI-augmented learning experiences that preserve student reasoning, and establishes a structured basis for future empirical evaluation in live course settings.
| Subjects: | Software Engineering (cs.SE) |
| Cite as: | arXiv:2605.24447 [cs.SE] |
| (or arXiv:2605.24447v1 [cs.SE] for this version) | |
| https://doi.org/10.48550/arXiv.2605.24447 arXiv-issued DOI via DataCite (pending registration) |
From: Philipp Haindl [view email]
[v1]
Sat, 23 May 2026 07:35:49 UTC (18 KB)
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