Evaluating AI Coding Assistants in Audio DSP Education: A Small Scale Study
Recent advances in AI-assisted coding tools raise questions about how programming-intensive subjects such as audio digital signal processing should be taught and how exam projects should be evaluated. This paper presents a small-scale controlled exploratory study conducted in a graduate course on music DSP. As a final project at the end of the course, the students implemented a modular synthesizer plugin in C++. Half of the students had access to AI-assisted coding support, while the other group developed the plugin manually. All students had to follow a protocol and provide data at the end of the project, together with their code, which was discussed with them as part of the course exam. Although the scale of the study is small, the paper shares a qualitative analysis of the results and a few takeaway messages for future reference among lecturers in the field. Overall, AI-assisted coding does provide some advantage to students but only in certain regards. The used AI tools, trained on GitHub repositories, seem to have only partial awareness of the state of the art in digital audio processing (e.g. antialiasing oscillators, virtual analog filters, etc.). Finally, the use of AI seems to not interfere excessively with the ability of the students to learn from their practical experience.