Sashenka Gamage

Tommaso Felice Banfi, Sashenka Gamage

We propose a novel LLM-based framework for reasoning in discrete, game-theoretic tasks, illustrated with \emph{Tic-Tac-Toe}. The method integrates in-context learning with entropy-guided chain-of-thought (CoT) reasoning and adaptive context retrieval. The model dynamically adjusts both the number of retrieved examples and reasoning paths according to token-level uncertainty: concise reasoning with minimal context is used when uncertainty is low, whereas higher uncertainty triggers expanded multi-path CoT exploration. Experimental evaluation against a sub-optimal algorithmic opponent shows that entropy-aware adaptive reasoning substantially improves decision quality, increasing the average game outcome from \(-11.6\%\) with the baseline LLM to \(+9.5\%\) with entropy-guided adaptive reasoning over 100 games (win = +1, tie = 0, loss = -1), while maintaining a relatively low number of LLM queries per game. Statistical validation confirms that the improvement is significant, and correlation analysis reveals a negative association between token-level entropy and move optimality. These findings demonstrate that uncertainty-guided adaptive reasoning effectively enhances LLM performance in sequential decision-making environments.

Suveen Ellawela, Sashenka Gamage, Dinithi Dissanayake

Educators frequently rely on diagrams to explain complex concepts during lectures, yet creating clear and complete visual representations in real time while simultaneously speaking can be cognitively demanding. Incomplete or unclear diagrams may hinder student comprehension, as learners must mentally reconstruct missing information while following the verbal explanation. Inspired by advances in code completion tools, we introduce DrawDash, an AI-powered whiteboard assistant that proactively completes and refines educational diagrams through multimodal understanding. DrawDash adopts a TAB-completion interaction model: it listens to spoken explanations, detects intent, and dynamically suggests refinements that can be accepted with a single keystroke. We demonstrate DrawDash across four diverse teaching scenarios, spanning topics from computer science and web development to biology. This work represents an early exploration into reducing instructors' cognitive load and improving diagram-based pedagogy through real-time, speech-driven visual assistance, and concludes with a discussion of current limitations and directions for formal classroom evaluation.