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Logic programming, as exemplified by datalog, defines the meaning of a program as its unique smallest model: the deductive closure of its inference rules. However, many problems call for an enumeration of models that vary along some set of choices while maintaining structural and logical constraints—there is no single canonical model. The notion of stable models for logic programs with negation has successfully captured programmer intuition about the set of valid solutions for such problems, giving rise to a family of programming languages and associated solvers known as answer set programming. Unfortunately, the definition of a stable model is frustratingly indirect, especially in the presence of rules containing free variables. We propose a new formalism, finite-choice logic programming, that uses choice, not negation, to admit multiple solutions. Finite-choice logic programming contains all the expressive power of the stable model semantics, gives meaning to a new and useful class of programs, and enjoys a least-fixed-point interpretation over a novel domain. We present an algorithm for exploring the solution space and prove it correct with respect to our semantics. Our implementation, the Dusa logic programming language, has performance that compares favorably with state-of-the-art answer set solvers and exhibits more predictable scaling with problem size. 

Free and open source social platform software has dramatically lowered the barrier to entry for anyone to set up and administer their own social network. This new population of social network administrators thus assume data management responsibilities for sociotechnical systems. Administrators have the power to customize this software, including data collection and data retention, potentially leading to radically different privacy policies. To better understand the characteristics — e.g., the variability, prohibitions, and permissions — of privacy policies on these new social networking platforms, we have conducted a case study of Mastodon. We performed a text analysis of 351 privacy policies and a survey of 104 Mastodon administrators. While most administrators used the default policy that ships with the Mastodon software, we observed that approximately ten percent of our sample tailored their privacy policies to their instances and that some administrators conflated codes of conduct with privacy policies. Our findings suggest the existing market-based individualistic frameworks for thinking about privacy policies do not adequately address this emerging community. 

Many students rely on examples when learning to program, but they often face barriers when incorporating these examples into their own code and learning the concepts they present. As a step towards designing effective example interfaces that can support student learning, we investigate novices' needs and strategies when using examples to write code. We conducted a study with 12 pairs of high school students working on open-ended game design projects, using a system that allows students to browse examples based on their functionality, and to view and copy the example code. We analyzed interviews, screen recordings, and log data, identifying 5 moments when novices request examples, and 4 strategies that arise when students use examples. We synthesize these findings into principles that can inform the design of future example systems to better support students. 

Block-based programming environments, such as Scratch and Snap!, engage users to create programming artifacts such as games and stories, and share them in an online community. Many Snap! users start programming by reusing and modifying an example project, but encounter many barriers when searching and identifying the relevant parts of the program to learn and reuse. We present Pinpoint, a system that helps Snap! programmers understand and reuse an existing program by isolating the code responsible for specific events during program execution. Specifically, a user can record an execution of the program (including user inputs and graphical output), replay the output, and select a specific time interval where the event of interest occurred, to view code that is relevant to this event. We conducted a small-scale user study to compare users’ program comprehension experience with and without Pinpoint, and found suggestive evidence that Pinpoint helps users understand and reuse a complex program more efficiently. 

Our researchers seek to support students in building block-based programming projects that are motivating and engaging as well as valuable practice in learning to code. A difficult part of the programming process is planning. In this research, we explore how novice programmers used a custom-built planning tool, PlanIT, contrasted against how they used storyboarding when planning games. In a three-part study, we engaged novices in planning and programming three games: a maze game, a break-out game, and a mashup of the two. In a set of five case studies, we show how five pairs of students approached the planning and programming of these three games, illustrating that students felt more creative when storyboarding rather than using PlanIT. We end with a discussion on the implications of this work for designing supports for novices to plan open-ended projects. 

One approach to teaching game design to students with a wide variety of disciplinary backgrounds is through team game projects that span multiple weeks, up to an entire term. However, open-ended, creative projects introduce a gamut of challenges to novice programmers. Our goal is to assist game design students with the planning stage of their projects. This paper describes our data collection process through three course interventions and student interviews, and subsequent analysis in which we learned students had difficulty expressing their creative vision and connecting the game mechanics to the intended player experience. We present these results as a step towards the goal of scaffolding the planning process for student game projects, supporting more creative ideas, clearer communication among team members, and a stronger understanding of human-centered design in software development. 

Open-ended programming engages students by connecting computing with their real-world experience and personal interest. However, such open-ended programming tasks can be challenging, as they require students to implement features that they may be unfamiliar with. Code examples help students to generate ideas and implement program features, but students also encounter many learning barriers when using them. We explore how to design code examples to support novices' effective example use by presenting our experience of building and deploying Example Helper, a system that supports students with a gallery of code examples during open-ended programming. We deployed Example Helper in an undergraduate CS0 classroom to investigate students' example usage experience, finding that students used different strategies to browse, understand, experiment with, and integrate code examples and that students who make more sophisticated plans also used more examples in their projects. 

Previous approaches to narrative generation have required a new planner implementation for each set of constraints deemed relevant to the narrative domain, each consisting of thousands of lines of code and supporting one primary mode of interaction: fully specifying a domain and problem, and receiving a plan as output. We present a lightweight, flexible narrative planner written with Answer Set Programming, designed specifically to support constraint-based narrative generation, show how it generalizes previous approaches, and show how it can be easily extended with notions of thematic plot schema such as “betrayal.” Finally, we demonstrate how the ASP model can be explored through interactive question answering, where answers take the form of generated narratives. In the long term, we intend this work to support understanding of complex rule systems through interactive exploration. 

Open-ended programming increases students' motivation by allowing them to solve authentic problems and connect programming to their own interests. However, such open-ended projects are also challenging, as they often encourage students to explore new programming features and attempt tasks that they have not learned before. Code examples are effective learning materials for students and are well-suited to supporting open-ended programming. However, there is little work to understand how novices learn with examples during open-ended programming, and few real-world deployments of such tools. In this paper, we explore novices' learning barriers when interacting with code examples during open-ended programming. We deployed Example Helper, a tool that offers galleries of code examples to search and use, with 44 novice students in an introductory programming classroom, working on an open-ended project in Snap. We found three high-level barriers that novices encountered when using examples: decision, search, and integration barriers. We discuss how these barriers arise and design opportunities to address them. 

Systems understanding is a skill required to solve many of the world’s most important problems, from climate change to immunotherapy to social decision-making. However, these problems also require communication among experts with diverse skill sets and academic backgrounds. Our long-term goal is to facilitate systems understanding across a range of disciplines through end-user computational modeling tools. This paper presents the Ceptre Editor, a structure editor for the rule-based programming language Ceptre. The Ceptre Editor runs in the browser and offers a visual interface and integrated development environment for Ceptre, following design recommendations from end-user programming, with the goal of providing discoverable affordances for program construction and maintaining syntactic well-formedness at each edit state. We performed a preliminary evaluation of the tool through a qualitative study, assessing the editors effectiveness at helping users understand and extended a system model, and found promising results regarding learnability and mental model accuracy.