Denna studie består av ett experiment för att se, som ett test, hur bra det skulle fungera att implementera en industriell gymmiljö för att träna en reinforcement learning modell. För att fastställa det här tränas modellen upprepade gånger och modellen testas. Om modellen lyckas lösa scenariot, som är en representation av miljön, räknas den träningsiterationen som en framgång. Tiden det tar att träna för ett visst antal spelavsnitt mäts. Antalet avsnitt det tar för reinforcement learning modellen att uppnå ett acceptabelt resultat på 80 % av maximal poäng mäts och tiden det tar att träna dessa avsnitt mäts. Dessa mätningar utvärderas och slutsatser dras om hur väl reinforcement learning modellerna fungerade. Verktygen som används är Q-learning algoritmen implementerad på egen hand och djup Q-learning med TensorFlow. Slutsatsen visade att den manuellt implementerade Q-learning algoritmen visade varierande resultat beroende på miljödesign och hur länge modellen tränades. Det gav både hög och låg framgångsfrekvens varierande från 100 % till 0 %. Och tiderna det tog att träna agenten till en acceptabel nivå var 0,116, 0,571 och 3,502 sekunder beroende på vilken miljö som testades (se resultatkapitlet för mer information om hur modellerna ser ut). TensorFlow-implementeringen gav antingen 100 % eller 0 % framgång och eftersom jag tror att de polariserande resultaten berodde på något problem med implementeringen så valde jag att inte göra fler mätningar än för en miljö. Och eftersom modellen aldrig nådde ett stabilt utfall på mer än 80 % mättes ingen tid på länge den behöver tränas för denna implementering. / This study consists of an experiment to see, as a proof of concept, how well it would work to implement an industrial gym environment to train a reinforcement learning model. To determine this, the reinforcement learning model is trained repeatedly and tested. If the model completes the training scenario, then that training iteration counts as a success. The time it takes to train for certain amount of game episodes is measured. The number of episodes it takes for the reinforcement learning model to achieve an acceptable outcome of 80% of maximum score is measured and the time it takes to train those episodes are measured. These measurements are evaluated, and conclusions are drawn on how well the reinforcement learning models worked. The tools used is the Q-learning algorithm implemented on its own and deep Q-learning with TensorFlow. The conclusion showed that the manually implemented Q-learning algorithm showed varying results depending on environment design and how long the agent is trained. It gave both high and low success rate varying from 100% to 0%. And the times it took to train the agent to an acceptable level was 0.116, 0.571 and 3.502 seconds depending on what environment was tested (see the result chapter for more information on the environments). The TensorFlow implementation gave either 100% or 0% success rate and since I believe the polarizing results was because of some issue with the implementation I chose to not do more measurements than for one environment. And since the model never reached a stable outcome of more than 80% no time for long it needs to train was measured for this implementation.

This work examines the utilization of chatbots in programming and their effects ondeveloper productivity, code quality, and problem-solving. The surge in AI technologyand the popularity of chatbots has been remarkable since the end of 2022, whenOpenAI introduced ChatGPT, capable of providing rapid and accurate responses toinquiries. This introduces novel opportunities for information accessibility withouthuman interactions.Previous research within this domain has explored the usability of earlier chatbots indesign-related professions, revealing a certain degree of utility. Now, with the advancementof AI, new prospects arise for investigating their utility. Emerging technologiesoften imbue functionalities that facilitate or simplify specific tasks. Therefore,the aim of this study is to explore and analyze how chatbots such as ChatGPTand GitHub Copilot can function as interactive aids to streamline programming andsystems development.Conducted as a qualitative study within the realms of programming and systems development,this work employs interviews as its primary methodology. Semi-structuredqualitative interviews are employed for data collection. To analyze the informationgathered from these interviews, a thematic analysis approach is adopted, facilitatingthe identification of commonalities and disparities in the responses.The findings of this study demonstrate that AI tools have proven to be effective andbeneficial in areas like information retrieval or fundamental programming tasks, yetexhibit limitations in advanced programming endeavors and complex problem-solving.The study encompasses respondents who have employed these tools in theirwork, possessing the expertise and experience to offer insights into developers' utilizationof these tools in software development.

Samhället går idag bort från centraliserad energi mot decentraliserade system. Istället för att köpa från stora företag som skapar el från fossila bränslen har många förnybara alternativ kommit. Eftersom konsumenter kan generera solenergi med solpaneler kan de också bli producenter. Detta skapar en stor marknad för handel av el mellan konsumenter i stället för företag. Detta skapar ett så kallat mikronät. Syftet med denna avhandling är att hitta en lösning för att köpa och sälja på dessa mikronät. Genom att använda en Q-learning-lösning med OpenAI Gym-verktygslådan och en mikronätsimulering syftar denna avhandling till att svara på följande frågor: I vilken utsträckning kan Qlearning användas för att köpa och sälja energi i ett mikrosystem, hur lång tid tar det köp och sälj algoritm för att träna och slutligen påverkar latens genomförbarheten av Q-learning för mikronät. För att svara på dessa frågor måste jag mäta latens och utbildningstid för Q-learninglösningen. En neural nätverkslösning skapades också för att jämföra med Q-learning-lösningen. Från dessa resultat kunde jag säga att en del av det inte var så tillförlitligt, men vissa slutsatser kunde fortfarande göras. För det första är den utsträckning som Q-learning kan användas för att köpa och sälja ganska bra om man bara tittar på noggrannhetsresultaten på 97%, men detta sitter på mikronätets simulering för att vara korrekt. Hur lång tid det tar att köpa och sälja algoritm för att träna uppmättes till cirka 12 sekunder. Latensen anses vara noll med Q-learning-lösningen, så den har stor genomförbarhet. Genom dessa frågor kan jag dra slutsatsen att en Q-learning OpenAI Gym-lösning är genomförbart. / Society is today moving away from centralized power towards decentralized systems. Instead of buying from large companies that create electricity from fossil fuels, many renewable alternatives have arrived. Since consumers can generate solar power with solar panels, they can also become the producers. This creates a large market for trading electricity between consumer instead of companies. This creates a so called microgrid. The purpose of this thesis is to find a solution to buying and selling on these microgrids. By using a Q-learning solution with the OpenAI Gym toolkit and a microgrid simulation this thesis aims to answer the following questions: To what extent can Q-learning be used to buy and sell energy in a microgrid system, how long does it take the buy and sell algorithm to train and finally does latency affect the feasibility of Q-learning for microgrids. To answer these questions, I must measure the latency and training time of the Q-learning solution. A neural network solution was also created to compare to the Q-learning solution. From these results I could tell some of it was not that reliable, but some conclusions could still be made. First, the extent that Q-learning can be used to buy and sell is quite great if just looking at the accuracy results of 97%, but this is on the microgrid simulation to be correct. How long it takes to buy and sell algorithm to train was measured to about 12 seconds. The latency is considered zero with the Q-learning solution, so it has great feasibility. Through these questions I can conclude that a Qlearning OpenAI Gym solution is a viable one.

This paper studies how the newly released AI ChatGPT can be used to reduce the time and effort software developers spend on writing unit tests, more specifically if ChatGPT can generate quality unit tests. Another aspect of the study is how the prompting of ChatGPT can be optimized for generating unit tests, by creating a prompt framework. Lastly how the generated unit tests of ChatGPT compare to human written tests was tested. This was done by conducting an experiment where ChatGPT was prompted to generate unit tests for predefined code written in C# or Typescript which was then evaluated and rated. After the generated unit test had been rated, the next steps were determined, and the process was repeated. The results were logged following a diary study. The rating system was constructed with the help of previous research and interviews with software developers working in the industry which defined what a high-quality unit test should include. The interviews also helped in understanding ChatGPT’s perceived capabilities. The experiment showed that ChatGPT can generate unit tests that are of quality, though with certain issues. For example, reusing the same prompt multiple times revealed that the consistency in the responses was lacking. Inconsistencies included different testing approaches (how setup methods were used for example), testing areas and sometimes quality. The inconsistencies were reduced by using the deduced prompt framework, but the issue could be a current limitation of ChatGPT which could be handled with a future release.

The release of ChatGPT has really set new standards for what an artificial intelligence chatbot should be. It has even shown its potential in answering university-level exam questions from different subjects. This research is focused on evaluating its capabilities in programming subjects. To achieve this, coding questions taken from software engineering exams were posed to the AI (N = 23) through an experiment. Then, statistical analysis was done to find out how good of a student ChatGPT is by analyzing its answer’s correctness, degree of completion, diversity of response, speed of response, extraneity, number of errors, length of response and confidence levels. GPT-3.5 is the version analyzed. The experiment was done using questions from three different programming subjects. Afterwards, results showed a 93% rate of correct answer generation, demonstrating its competence. However, it was found that the AI occasionally produces unnecessary lines of code that were not asked for and thus treated as extraneity. The confidence levels given by ChatGPT, which were always high, also didn't always align with response quality which showed the subjectiveness of the AI’s self-assessment. Answer diversity was also a concern, where most answers were repeatedly written nearly the same way. Moreover, when there was diversity in the answers, it also caused much more extraneous code. If ChatGPT was to be blind tested for a software engineering exam containing a good number of coding questions, unnecessary lines of code and comments could be what gives it away as being an AI. Nonetheless, ChatGPT was found to have great potential as a learning tool. It can offer explanations, debugging help, and coding guidance just as any other tool or person could. It is not perfect though, so it should be used with caution.

The present study examines ChatGPT-3's ability to generate code solutions for introductory programming courses in computer science and the potential implications for academic integrity. An experiment was conducted where ChatGPT was tested on programming problems from Kattis, an automatic software grading tool for computer programs, used in higher education. The results showed that ChatGPT independently could solve 19 out of 127 programming tasks assessed by Kattis. The study’s results also show that ChatGPT could generate accurate code solutions for simple problems on Kattis but encounters difficulties with more complex programming tasks. A qualitative follow up investigation was also carried out. To provide comments on methodology and discuss cheating in higher education concerning programming courses the two teachers were interviewed. The Kattis system is considered to have useful features for preventing cheating, such as hidden test cases, but it also has limitations in detecting AI-generated code. The report concludes by discussing the implications for various stakeholders, including teachers, students, and researchers. / Studien undersöker ChatGPT-3:s förmåga att generera kodlösningar för grundläggande programmeringskurser inom datavetenskap och de potentiella konsekvenserna för akademisk integritet. Ett experiment utfördes där ChatGPT testades med programmeringsproblem från Kattis, ett automatiskt rättningsverktyg för datorprogram som används inom högre utbildning. Resultaten visade att ChatGPT självständigt löste 19 av 127 programmeringsuppgifter som bedömdes av Kattis. Studien konstaterar att ChatGPT kan generera korrekta kodlösningar för problem med låg svårighetsgrad enligt Kattis, men stöter på svårigheter med mer komplexa programmeringsuppgifter. En kvalitativ uppföljningsundersökning genomfördes även där två lärare från KTH intervjuades för att ge sina kommentarer om metodvalet och diskutera fusket inom högre utbildning när det gäller programmeringskurser. Kattis-systemet anses ha användbara funktioner för att förhindra fusk, såsom dolda testfall, men har också begränsningar när det gäller att upptäcka AI-genererad kod. Rapporten avslutas med att diskutera implikationerna för olika intressenter, inklusive lärare, studenter och forskare.

The purpose of this master’s thesis was to research and evaluate how ChatGPT can be used as a tool in software developers’ daily work activities. In order to do this, the thesis was conducted in two phases, the initial exploration phase and the data collection phase. In the initial exploration phase, five senior-level developers were interviewed about their day-to-day work, opinions of generative AI, and the profession of software developers as a whole. From these interviews, a theoretical foundation for software development was formed, categorizing the daily work tasks of a software developer into either coding, communication, or planning. This theoretical foundation was then used as the basis for the tasks and interviews used during the data collection phase. In the data collection phase, seven developers, ranging from students to industry veterans, were asked to complete a set of representative tasks with the help of ChatGPT and afterward participate in an interview. The tasks were based upon the theoretical foundation of software development and aimed to serve as representative tasks that software developers have to do in their day-to-day work. Based on the tasks and interviews it was found that the use of ChatGPT did in fact help make software developers more effective when it came to coding and planning-based tasks, but not without risk since it was shown that junior developers trusted and relied more on the answers given by ChatGPT. Although ChatGPT showed a positive effect, the tooling still needs improvement, since the developers had trouble with the text formatting when completing communication-based tasks, as well as them expressing a desire for the tooling to be more integrated. However, this desire was not unexpected, since all of the developers involved showed interest in working with generative AI tooling for work-related tasks in the future.

This thesis has investigated what impact generative AI may have on higher education. Using a combination of a systematic literature study and interviews with representatives from four (4) large universities in Sweden. The findings indicate that generative AI is already a disruptive technology in teaching and learning in higher education, and that students now more easily can cheat or “mislead the examiner” using generative AI, for example by presenting ChatGPT generated text as text written by the students themselves. Even though there are some negatives with generative AI, this thesis shows that the Universities are better off embracing this technology instead of trying to work against it. So, what are the positives with generative AI in education? The fact that students can now converse with someone no matter their background, the fact that students can learn by using ChatGPT (if they are taught how to use it properly), the fact that learning how to use ChatGPT might increase the student’s efficiency and therefore increase their attractiveness on the work market when graduating. All of these benefits come with a big WARNING though. That warning is that higher education must teach the students that these tools are not miracle workers. That the tools can be wrong, and it is important that students learn how to question and criticise what is generated. Higher education has a responsibility to introduce the tools tempered by the understanding that they are not a replacement for knowledge, but only a powerful aid to enhance the knowledge that the students already possess. Finally, the study has been conducted during a particularly expansive period for generative AI and the reader should realise that the findings within this thesis represent early results in a young area of research.

This graduation report explores the integration of Artificial Intelligence (AI) tools, specifically OpenAI's Generative Pre-trained Transformer (GPT) technology, into web development processes using WordPress (WP) for developing a AI-driven chat service. The focus of the project is on ImagineX AB, a private company that offers the educational service ChatGPT Utbildning aimed at teaching professionals to effectively utilize ChatGPT. The project is motivated by the rapid growth and adoption of AI tools such as ChatGPT, underpinned by the observed increase in user base and its integration into significant platforms, like Microsoft's Bing and Office packages. Despite its promising potential, the application of such AI tools in web development remains underexplored and untested in several aspects. The graduation report presents the implementation of a GPT model-driven chat service on the ChatGPT Utbildning WP website, enabling visitors to interact with the famous AI tool directly. This feature serves a dual purpose – enhancing user engagement and providing an instant demonstration of the utility of ChatGPT. The agile project management methodology in general is divided into four phases: preliminary work, design solutions, develop solution, and delivery – design and development phases are iterative. In this project, there is two design iterations and three development iterations called “cycles”. The project plan is fulfilled with no deviation. Tests and continuous improvements are done throughout the development, with specific and planned in each phase and cycle. The result is two optimized chat bots in respective well-designed chat boxes with full chat functionality driven by OpenAI API and GPT-3.5/GPT-4 models – user tested and then published on ChatGPT Utbildning website. Additionally, insights in agile management solutions in relation to AI tools have been produced. The detailed construction and in-depth discussion contribute to the wide understanding of AI implementation in web development, providing practical insights into the application of ChatGPT in a real-world setting by agile project management. Furthermore, it underscores the transformative potential of AI tools in shaping web solutions and web development, and propelling innovation in the field. The report delves into discussion of technology, ethics, society, and implications on future web development. / Rapporten ämnar redogöra integreringen av artificiell intelligens (AI) instrument, särskilt OpenAI's Generative Pre-trained Transformer (GPT) teknologi, inom ramen för webbutvecklingsprocesser, inklusive agil projektledning, med användning av WordPress (WP), i syfte att utveckla en AIdrivande chatttjänst. Fokus för projektet är på företaget ImagineX AB, en privat aktör som erbjuder en utbildningstjänst benämnd ChatGPT Utbildning med mål att undervisa yrkesverksamma i effektivt bruk av ChatGPT. Motivationen för projektet härstammar från den snabbt växande tillväxten och adoptionen av AI-instrument som ChatGPT, vilket stärks av den observerade tillväxten av användarbasen och dess integrering i betydande plattformar, såsom Microsofts Bing och Office-paket. Trots den lovande potential som dessa AIinstrument innehar, finns det fortfarande delar inom webbutveckling där användningen av sådana verktyg förblir ouppklarade och otillräckligt utforskade. Rapporten visar implementeringen av en GPT-modell-drivande chattjänst på ChatGPT Utbildning WP-webbplatsen, vilket möjliggör direkt interaktion för besökare med det framstående AI-instrumentet. Denna funktion har ett tvåfaldigt ändamål - att förhöja användarengagemang och att ge en omedelbar demonstration av ChatGPT:s användbarhet. Den använda smidiga projektledningsmetodiken är typiskt uppdelad i fyra faser: preliminärt arbete, designlösningar, utvecklingslösningar samt leverans - designoch utvecklingsfaser är iterativa vilket omfattar två designiterationer och tre utvecklingsiterationer refererade till som "cykler". Projektplanen har följts utan avvikelser. Testning och kontinuerliga förbättringar har genomförts under hela utvecklingsprocessen, med specifika och planerade insatser i varje fas och cykel. Resultatet manifesteras i två optimerade chattrobotar inom respektive välutformade chattfönster, med fullständig chattfunktionalitet som drivs av OpenAI API samt GPT-3.5/GPT-4 modellerna - vilka har användartestats och därefter publicerats på ChatGPT Utbildning webbplatsen. Ytterligare insikter rörande agil projektledning i relation till AI-frågor erhålls också. Den detaljerade konstruktionen och den djupgående diskussionen bidrar till en omfattande förståelse för AI-implementering inom webbutveckling och ger praktiska insikter om tillämpningen av ChatGPT i en realistisk inställning med smidig projektledning. Vidare framhäver det den transformerande potentialen hos AI-instrument för att utforma webblösningar och webbutveckling, vilket främjar innovation inom området. Rapporten avslutas med diskussioner kring teknik, etik, samhälle och implikationer för framtida webbutveckling.

In this paper the two reinforcement learning algorithmsQ-learning and deep Q-learning (DQN) are used tobalance an inverted pendulum. In order to compare the two, bothalgorithms are optimized to some extent, by evaluating differentvalues for some parameters of the algorithms. Since the differencebetween Q-learning and DQN is a deep neural network (DNN),some benefits of a DNN are then discussed.The conclusion is that this particular problem is simple enoughfor the Q-learning algorithm to work well and is preferable,even though the DQN algorithm solves the problem in fewerepisodes. This is due to the stability of the Q-learning algorithmand because more time is required to find a suitable DNN andevaluate appropriate parameters for the DQN algorithm, than tofind the proper parameters for the Q-learning algorithm. / I denna rapport används två algoritmer inom förstärkningsinlärning och djup Q-inlärning (DQN), för att balancera en omvänd pendel. För att jämföra dem så optimeras algoritmerna i viss utsträckning genom att testa olika värden för vissa av deras parametrar. Eftersom att skillnaden mellan Q-inlärning och DQN är ett djupt neuralt nätverk (DNN) så diskuterades fördelen med ett DNN. Slutstatsen är att för ett så pass enkelt problem så fungerar Q-inlärningsalgoritmen bra och är att föredra, trots att DQNalgoritmen löser problemet på färre episoder. Detta är pågrund av Q-inlärningsalgoritmens stabilitet och att mer tid krävs för att hitta ett passande DNN och hitta lämpliga parametrar för DQN-algoritmen än vad det krävs för att hitta bra parametrar för Q-inlärningsalgoritmen. / Kandidatexjobb i elektroteknik 2021, KTH, Stockholm