Daily Papers

Large language models that enhance software development tasks, such as code generation, code completion, and code question answering (QA), have been extensively studied in both academia and the industry. The models are integrated into popular intelligent IDEs like JetBrains and Cursor. Current benchmarks for evaluating models' code comprehension capabilities primarily focus on code generation or completion, often neglecting QA, which is a crucial aspect of understanding code. Existing code QA benchmarks are derived from code comments with predefined patterns (e.g., CodeQA) or focus on specific domains, such as education (e.g., CS1QA). These benchmarks fail to capture the real-world complexity of software engineering and user requirements for understanding code repositories. To address this gap, we introduce CoReQA, a benchmark for Code Repository-level question answering, constructed from GitHub issues and comments from 176 popular repositories across four programming languages. Since questions and answers may include both natural language and code snippets, traditional evaluation metrics such as BLEU are inadequate for assessing repository-level QA performance. Thus, we provide an LLM-as-a-judge framework to evaluate QA performance from five aspects. Based on CoReQA, we evaluate the performance of three baselines, including two short-context models using generic retrieval strategies and one long-context model that utilizes the entire repository context. Evaluation results show that state-of-the-art proprietary and long-context models struggle to address repository-level questions effectively. Our analysis highlights the limitations of language models in assisting developers in understanding repositories and suggests future directions for improving repository comprehension systems through effective context retrieval methodologies.

Intelligent tutoring systems combined with large language models offer a promising approach to address students' diverse needs and promote self-efficacious learning. While large language models possess good foundational knowledge of electrical engineering basics, they remain insufficiently capable of addressing specific questions about electrical circuits. In this paper, we present AITEE, an agent-based tutoring system for electrical engineering designed to accompany students throughout their learning process, offer individualized support, and promote self-directed learning. AITEE supports both hand-drawn and digital circuits through an adapted circuit reconstruction process, enabling natural interaction with students. Our novel graph-based similarity measure identifies relevant context from lecture materials through a retrieval augmented generation approach, while parallel Spice simulation further enhances accuracy in applying solution methodologies. The system implements a Socratic dialogue to foster learner autonomy through guided questioning. Experimental evaluations demonstrate that AITEE significantly outperforms baseline approaches in domain-specific knowledge application, with even medium-sized LLM models showing acceptable performance. Our results highlight the potential of agentic tutors to deliver scalable, personalized, and effective learning environments for electrical engineering education.

This paper explores the use of large language models (LLMs) as research tools in the history, philosophy, and sociology of science (HPSS). LLMs are remarkably effective at processing unstructured text and inferring meaning from context, offering new affordances that challenge long-standing divides between computational and interpretive methods. This raises both opportunities and challenges for HPSS, which emphasizes interpretive methodologies and understands meaning as context-dependent, ambiguous, and historically situated. We argue that HPSS is uniquely positioned not only to benefit from LLMs' capabilities but also to interrogate their epistemic assumptions and infrastructural implications. To this end, we first offer a concise primer on LLM architectures and training paradigms tailored to non-technical readers. We frame LLMs not as neutral tools but as epistemic infrastructures that encode assumptions about meaning, context, and similarity, conditioned by their training data, architecture, and patterns of use. We then examine how computational techniques enhanced by LLMs, such as structuring data, detecting patterns, and modeling dynamic processes, can be applied to support interpretive research in HPSS. Our analysis compares full-context and generative models, outlines strategies for domain and task adaptation (e.g., continued pretraining, fine-tuning, and retrieval-augmented generation), and evaluates their respective strengths and limitations for interpretive inquiry in HPSS. We conclude with four lessons for integrating LLMs into HPSS: (1) model selection involves interpretive trade-offs; (2) LLM literacy is foundational; (3) HPSS must define its own benchmarks and corpora; and (4) LLMs should enhance, not replace, interpretive methods.