Tech EDGE, AI in the Classroom: Vibe Coding with Claude

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04/11/2025 Added

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AI in the Classroom showcases Vibe Coding with Claude, representing a modern shift in software development where natural language prompts direct AI models like Claude to produce code. University of Nebraska-Lincoln (UNL) | College of Education and Human Sciences (CEHS) | Department of Teaching, Learning and Teacher Education (TLTE)

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[00:00:00.330]Coming up on AI in the Classroom,
[00:00:02.640]we're vibe coding with Claude.
[00:00:04.456](upbeat music)
[00:00:09.930]Hi, I'm Guy Trainin, a professor at UNL.
[00:00:12.930]And I'm Williams, a student,
[00:00:14.370]a grad student at University of Nebraska-Lincoln.
[00:00:17.190]And today we are going to be vibe coding with Claude.
[00:00:21.720]Vibe coding is something that has emerged
[00:00:25.440]in the last few months
[00:00:26.790]as part of this rise of generative AI.
[00:00:30.120]And it's basically coding using plain English
[00:00:33.840]inside one of these generative AI platforms.
[00:00:38.550]Claude, which is one of the generative AI that we use,
[00:00:43.200]is the one that has emerged
[00:00:45.660]as the most productive in this area.
[00:00:47.490]And Williams is gonna walk us through some of the options.
[00:00:50.370]So tell us a little bit about Claude.
[00:00:52.050]Yeah, so Claude basically accepts your plain language.
[00:00:56.850]You can type the prompt that you want
[00:01:00.510]to help you get an output for,
[00:01:04.590]so basically you give it a prompt.
[00:01:06.990]Let's say a teacher,
[00:01:08.190]you want to create any application,
[00:01:10.980]you can just enter it in the window
[00:01:13.950]and it'll give you an output
[00:01:17.490]in a form of visual.
[00:01:19.200]So after the code that it generates,
[00:01:21.900]it'll give you an output
[00:01:23.820]for you to see which you can help your students
[00:01:26.790]to work with,
[00:01:27.720]for example, a game or any application of a sort.
[00:01:31.440]So- Okay, so what we really
[00:01:34.680]are looking for are ways that Claude can help
[00:01:37.740]you program little programs
[00:01:39.960]that can teach your students something specific.
[00:01:42.270]The advantage of this,
[00:01:43.500]for years we've been buying software
[00:01:46.320]that we liked or didn't like,
[00:01:47.760]that did a lot of things,
[00:01:48.840]but not always the things we wanted.
[00:01:50.790]And here's an opportunity to create very specific programs
[00:01:54.360]to do something that we need at that moment.
[00:01:58.110]And this can be created in a few minutes,
[00:02:00.840]so let's try one.
[00:02:02.130]Yeah.
[00:02:02.963]So today we want to create an application,
[00:02:06.570]a game for students. Yeah, okay.
[00:02:08.490]Okay, let's say you are teaching
[00:02:11.160]a grade three students
[00:02:13.110]and you want to create a game for them.
[00:02:15.210]You have to be very specific with your prompt.
[00:02:19.350]Okay. So you tell it,
[00:02:20.730]create a game,
[00:02:26.130]let's say a jumping game,
[00:02:31.020]game that teacher,
[00:02:34.230]that teaches
[00:02:39.180]numbering and how to count numbers.
[00:02:42.090]So it teaches counting.
[00:02:43.800]Yes. Okay.
[00:02:45.600]So we're trying to create a game,
[00:02:47.790]we're calling it a jumping game.
[00:02:49.410]Let's see what Claude thinks about it.
[00:02:51.060]So this is actually not very specific.
[00:02:53.280]We started with a very general prompt
[00:02:55.260]and let's see what happens.
[00:02:59.520]This is when the magic happens.
[00:03:01.020]And in the background,
[00:03:02.340]Claude is actually thinking through the problem
[00:03:05.730]and then generating some code in Python.
[00:03:10.320]And you can kind of have a glimpse at what it's doing,
[00:03:13.410]although it is too fast
[00:03:15.390]for anybody to follow in real time,
[00:03:18.720]but you can see that it's being created in the background.
[00:03:21.960]And it's kind of magical to see it happen, right?
[00:03:24.030]Yeah, and the one important thing about it
[00:03:26.753]is that you don't have to have a programming background.
[00:03:29.790]Any teacher without programming
[00:03:31.680]or computer science background can just give it any prompt
[00:03:35.070]and it will do a good job for you.
[00:03:37.710]Yeah, and the important thing to remember here
[00:03:39.990]is that sometimes you need to iterate a few times
[00:03:42.690]to make sure that it works
[00:03:44.250]and that Claude actually knows
[00:03:46.530]how to debug some of its own programs.
[00:03:48.090]So if it doesn't work on a first try,
[00:03:49.680]you can ask it to try to fix the bug.
[00:03:52.740]You can also try to specify what the bug is,
[00:03:55.560]but you don't have to know code to be able to fix it.
[00:04:00.690]If the program is very complicated,
[00:04:03.240]it is very clear that if it gets stuck,
[00:04:06.480]it is unable to move forward.
[00:04:08.340]So vibe coding is still limited
[00:04:10.230]to fairly simple kind of programs.
[00:04:15.090]And if you know coding,
[00:04:18.480]then it creates most of the program
[00:04:20.430]and you can just debug it,
[00:04:21.600]which is a very different role
[00:04:23.460]than the person who's writing all of the code.
[00:04:27.540]So, let's see what we created.
[00:04:30.060]Okay. So we need to count to four
[00:04:33.600]and let's press on the Jump!
[00:04:39.660]1, 2.
[00:04:44.040]1, 2, 3, 4.
[00:04:45.990]So you have to jump really fast.
[00:04:47.550]Yes. I kind of like it.
[00:04:48.840]It's 1, 2, 3, 4.
[00:04:50.130]You can't go too slow.
[00:04:51.360]So this is giving us count to 4,
[00:04:54.960]1, 2, 3, 4.
[00:04:56.310]And we made it
[00:04:57.510]and now it's making another thing come up.
[00:05:00.038]And you can try again.
[00:05:01.740]And what you can see on the left-hand side
[00:05:04.200]is that Claude also gives you a lot of explanations
[00:05:07.650]about how the game works,
[00:05:08.940]what is the feedback,
[00:05:10.050]what is the time challenge
[00:05:11.370]and the hints that people need to know.
[00:05:13.920]And you can see that there are levels,
[00:05:15.330]there are streaks.
[00:05:16.163]So it's very much looks like a video game.
[00:05:18.300]Yeah. And what do you think
[00:05:21.420]the advantage is of using something like this?
[00:05:25.080]Yeah, so the advantage is that you can easily,
[00:05:28.140]quickly come out with a game.
[00:05:30.840]It depends on the idea in your mind.
[00:05:34.560]You have to be specific.
[00:05:35.850]This was very general,
[00:05:36.990]so it couldn't,
[00:05:38.430]you have to give it the level,
[00:05:42.240]the speed, and everything,
[00:05:44.220]whatever you want to see in the game.
[00:05:46.140]Let's say the jumping game,
[00:05:47.280]you can describe your characters
[00:05:49.260]that you want to have in your game
[00:05:51.690]and it will just bring out those for you.
[00:05:55.770]But if you just become generic,
[00:05:57.570]it will just
[00:05:58.920]give you anything. Create something.
[00:06:00.240]Something for you. Yeah.
[00:06:01.380]And I kind of like the very basic nature of this one
[00:06:05.250]because if you're trying to teach something very basic,
[00:06:08.190]we really don't want to have too many distractions,
[00:06:11.070]too many bells and whistles
[00:06:12.450]and sounds and all of that.
[00:06:14.280]Sometimes very basic games
[00:06:16.080]when we're teaching something very specific
[00:06:18.120]is really, really helpful.
[00:06:19.890]And do we want to try another one?
[00:06:22.890]Let's try another one.
[00:06:26.130]Now in Claude, you can create in the same window,
[00:06:30.120]and that means that it remembers what we just did
[00:06:32.610]and we can improve it or you can open a new window
[00:06:35.610]so you can start a new chat and make a new game.
[00:06:38.340]Let's make a game that teaches past verbs in English.
[00:06:43.260]Okay. Okay.
[00:06:47.550]So we already see here that it's selected
[00:06:50.820]to call the game Time Travelers: Past Tense Adventure,
[00:06:54.270]so it's giving us a little bit of context.
[00:06:56.310]I'm kind of excited to see what it's going to do.
[00:06:58.860]You can also see that it's coding,
[00:07:01.440]just like in the previous example, it's just coding.
[00:07:03.870]Now again, notice we started with a very simple prompt
[00:07:08.160]because sometimes you don't have a great idea.
[00:07:10.260]Sometimes you have a great idea
[00:07:11.490]and you say, "I want to create a game
[00:07:13.230]that looks like 'The Oregon Trail'
[00:07:15.030]and does this and talks about
[00:07:17.151]the space race."
[00:07:22.020]Right, and then it can do that.
[00:07:23.790]But I kind of love it when you give it something simple
[00:07:27.060]and you see what it creates.
[00:07:28.170]Sometimes it creates something that is just delightful.
[00:07:32.100]So yes, you can create something very specific,
[00:07:34.620]but you can use that general prompt.
[00:07:38.250]And I'm kind of looking at the prompts
[00:07:43.440]in the game and it's basically a close exercise
[00:07:48.240]that where the verb is the missing words,
[00:07:51.570]and so it's delightful to see.
[00:07:55.980]So this is actually a really good moment.
[00:07:57.930]It reached its limit.
[00:08:00.210]So it's actually asking us,
[00:08:03.007]"Do you still want to go on?"
[00:08:04.470]And then you press Continue.
[00:08:05.700]And if you don't,
[00:08:06.930]then you can either retry
[00:08:09.960]or you can actually
[00:08:15.660]stop because it's getting too complicated.
[00:08:17.910]One of the ways I'm thinking about this
[00:08:19.710]is a way to limit it
[00:08:21.540]is to give it a list of verbs
[00:08:24.990]you want to have in the past tense
[00:08:26.670]or a type of past tense we want to work on.
[00:08:30.330]For example, if we want to work only on D and ED
[00:08:34.050]as a past tense,
[00:08:35.280]that's one way to do it.
[00:08:37.440]Or if we want just irregular past,
[00:08:39.810]you know, so we can be more specific.
[00:08:42.720]We gave it a very broad definition,
[00:08:45.750]which is probably why it's creating so many prompts.
[00:08:49.650]But at the same time,
[00:08:50.850]it's delightful to see what it'll come up with.
[00:08:53.880]And you not seeing all the time
[00:08:56.460]that it took us to run Claude.
[00:09:00.600]It took a few minutes,
[00:09:02.160]but what I do want to highlight
[00:09:04.440]is while it took Claude a few minutes,
[00:09:07.440]it would take us probably a few days
[00:09:09.660]and that's only if you know how to code.
[00:09:11.760]All right, so just so you know,
[00:09:13.770]we're picking up,
[00:09:14.820]it took us a few minutes
[00:09:15.930]and a few tries to get the right prompt.
[00:09:18.210]And eventually what we ended up doing
[00:09:20.640]is we ended up trying to define
[00:09:23.130]exactly what verbs we were looking for.
[00:09:26.460]Because what Claude kept doing
[00:09:29.190]was going to a wider and wider and wider group of verbs.
[00:09:34.260]And so just to make it very doable
[00:09:36.660]and also to really think about how do we teach English
[00:09:39.810]when we teach English as a second language
[00:09:42.180]or even as a first language,
[00:09:43.530]we have a set of verbs you usually work with,
[00:09:46.080]so we don't work with any verb possible.
[00:09:49.170]And so we created this game,
[00:09:50.760]let's try to run through this game.
[00:09:53.190]So it is a close exercise,
[00:09:55.590]so it says complete sentence with the past tense
[00:09:58.020]yesterday I (pauses).
[00:10:00.450]Okay, what happens?
[00:10:01.650]You check your answer.
[00:10:04.290]All right, so we got a score.
[00:10:06.000]Now try to write a wrong answer.
[00:10:08.760]Let's say took.
[00:10:10.980]All right, so we tried an error
[00:10:13.980]and we checked our answer and it says, "Try again.
[00:10:16.500]This is not the past tense of talk.
[00:10:19.110]Hint," and the hint is not really helpful.
[00:10:22.290]So this is where AI can do certain things
[00:10:26.880]and be partially helpful.
[00:10:30.090]So let's try what happens if I write the right one,
[00:10:34.320]talked, check answer.
[00:10:37.530]Correct.
[00:10:39.090]So this is a very simple game.
[00:10:41.400]So if you created this game,
[00:10:43.770]right, you can click on Publish.
[00:10:46.140]Yeah. Right, and publish gives you
[00:10:48.780]a link that anybody can get.
[00:10:51.780]So you can send that link if you have a Canvas
[00:10:54.690]or Google or whatever you have,
[00:10:58.440]you can send it through email
[00:11:00.720]and then students can use it.
[00:11:02.040]Yeah. And other people
[00:11:03.420]can use it too.
[00:11:04.253]Also you can share it with other teachers
[00:11:06.330]and they can share it with their students.
[00:11:07.890]It's working that way.
[00:11:09.450]This game specifically will not save student scores.
[00:11:14.220]And the other advantage,
[00:11:16.110]and I talked a lot about this in previous shows,
[00:11:18.810]they don't have to log in,
[00:11:20.070]so there's no personal information
[00:11:21.780]from the students going anywhere.
[00:11:23.310]Yeah.
[00:11:25.050]All right, so we helped share with you
[00:11:30.030]some of the potential in vibe coding
[00:11:33.420]and also some of the challenges.
[00:11:34.860]What do you think about the potential?
[00:11:36.690]Yes, so the potentials are that it helps teachers
[00:11:40.710]to upgrade their skills
[00:11:43.410]by getting the kind of
[00:11:48.000]learning materials that they need
[00:11:49.830]for their students in a twinkle of an eye.
[00:11:52.890]And so those are the good things
[00:11:56.160]about Claude AI that you can,
[00:11:59.220]without a programming knowledge or anything
[00:12:01.470]just enter very specific information
[00:12:05.700]in the prompts and then you get your results
[00:12:07.980]that you can work with in your classroom.
[00:12:11.190]The challenge at the same time
[00:12:13.860]is that sometimes it doesn't work as you expected
[00:12:16.380]and you have to really figure out
[00:12:18.990]that you're going to have to prompt the AI, right?
[00:12:21.990]And we prompted Claude probably 12 times
[00:12:25.260]before we got what we wanted.
[00:12:26.910]So it will take a little bit of time,
[00:12:29.190]but even with all of that,
[00:12:31.290]we were able to create that game fairly quickly.
[00:12:34.470]And as you prompt Claude to create these mini-programs
[00:12:38.100]more and more times,
[00:12:39.360]it'll get easier
[00:12:40.350]because you will start understanding
[00:12:42.630]what kind of directions really help
[00:12:45.840]create a viable mini-game
[00:12:49.200]for students to practice a specific skill.
[00:12:52.560]Yeah.
[00:12:54.060]So today on AI in the Classroom,
[00:12:56.940]we talked about Claude and vibe coding,
[00:12:59.880]vibe coding inside Claude,
[00:13:03.270]and we'll see you next time on AI in the Classroom.
[00:13:06.652](upbeat music)

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Tech EDGE, AI in the Classroom: Vibe Coding with Claude

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