Prompt Coach: An Empirical Evaluation of an Agentic Tutor for Learning Prompt Engineering in Software Development

Prompt engineering has emerged as a critical yet undertaught skill for software developers, one that traditional learning approaches are ill-equipped to support given its evolving, interactive, and context-dependent nature. In this paper, we introduce Prompt Coach (PC), an agentic tutor that helps developers learn how to craft high-quality code-generation prompts through Socratic guidance embedded in-flow within their IDE. PC evaluates prompt quality across multiple dimensions and surfaces targeted questions to guide self-correction, grounded in the developer's codebase and the behavior of the target LLM. We present an early empirical study with 15 professional developers combining quantitative prompt quality scoring with qualitative perception measures. Participants showed statistically significant improvements after a single 60-minute session, with the largest gains across dimensions commonly overlooked by developers. They also reported strong trust, high adoption readiness, and unanimous agreement that PC improved their prompt-writing skills.

Agents That Teach: Towards Designing Incidental Learning Back into AI-Assisted Software Development

AI coding agents are rapidly reshaping how software is built, with developers increasingly delegating substantial coding tasks to autonomous agents in pursuit of higher productivity. While these gains are real, they come at the cost of incidental learning. Developers historically acquired informal knowledge through effortful problem-solving, and this has long shaped how software engineering expertise develops. However, with over-reliance on agentic coding, unpracticed skills could atrophy silently over time. As this learning pathway is short-circuited, developers risk silently accruing Knowledge Debt, a developer-level analogue of Technical Debt, where changes the agent executes that the developer cannot fully understand accrue over time. In this paper, we argue that incidental learning will not re-emerge on its own and must be consciously designed back into developer-agent interactions, and propose six design principles to guide such systems. We then present "SHIELD", a multi-agent system grounded in the notion of "agents that teach", that operationalizes these principles by leveraging the AI coding agent's own reasoning to surface contextual, out-of-band learning moments without disrupting developer flow. Through this work, we envision a path toward learning-aware development environments where productivity and learning are complementary, not competing.