Shruti Jain

Clayton Cohn, Surya Rayala, Siyuan Guo et al.

LLM pedagogical agents are proliferating, yet recent findings have raised questions about their adherence to established theories of learning and, by extension, their educational value. Concerns regarding cognitive offloading, over-reliance, and "gaming" behaviors persist and remain largely unaddressed. In response, we developed Copa, an agentic, multi-agent, multimodal Collaborative Peer Agent for STEM+C learning. Copa is built on top of the Evidence-Decision-Feedback (EDF) framework, grounding its interactions in Social Cognitive Theory and Social Constructivism and promoting sense-making through adaptive, dialogic support rather than answer-seeking. In an authentic high school computational-modeling study (n=33 dyads), we demonstrate that Copa (1) supports students' confidence building and ability to verbalize conceptual understanding without causing dependence; and (2) provides adaptive feedback personalized to learners that is interpretable with respect to students' multimodal input data. These findings position theory-guided, multimodal LLM agents as a promising path toward classroom AI integration that amplifies students' reasoning rather than replacing it.

Gautam Rajendrakumar Gare, Neehar Peri, Matvei Popov et al.

Multi-Modal LLMs (MLLMs) demonstrate strong visual grounding capabilities on popular object detection benchmarks like OdinW-13 and RefCOCO. However, state-of-the-art models still struggle to generalize to out-of-distribution classes, tasks and imaging modalities not typically found in their pre-training. While in-context prompting is a common strategy to improve performance across diverse tasks, we find that it often yields lower detection accuracy than prompting with class names alone. This suggests that current MLLMs cannot yet effectively leverage few-shot visual examples and rich textual descriptions for object detection. Since frontier MLLMs are typically only accessible via APIs, and state-of-the-art open-weights models are prohibitively expensive to fine-tune on consumer-grade hardware, we instead explore black-box prompt optimization for few-shot object detection. To this end, we propose Detection Prompt Optimization (DetPO), a gradient-free test-time optimization approach that refines text-only prompts by maximizing detection accuracy on few-shot visual training examples while calibrating prediction confidence. Our proposed approach yields consistent improvements across generalist MLLMs on Roboflow20-VL and LVIS, outperforming prior black-box approaches by up to 9.7%. Our code is available at https://github.com/ggare-cmu/DetPO

Sanket Kalwar, Mihir Ungarala, Shruti Jain et al.

Semantic segmentation in adverse weather scenarios is a critical task for autonomous driving systems. While foundation models have shown promise, the need for specialized adaptors becomes evident for handling more challenging scenarios. We introduce DiffPrompter, a novel differentiable visual and latent prompting mechanism aimed at expanding the learning capabilities of existing adaptors in foundation models. Our proposed $\nabla$HFC image processing block excels particularly in adverse weather conditions, where conventional methods often fall short. Furthermore, we investigate the advantages of jointly training visual and latent prompts, demonstrating that this combined approach significantly enhances performance in out-of-distribution scenarios. Our differentiable visual prompts leverage parallel and series architectures to generate prompts, effectively improving object segmentation tasks in adverse conditions. Through a comprehensive series of experiments and evaluations, we provide empirical evidence to support the efficacy of our approach. Project page at https://diffprompter.github.io.

Neetigya Poddar, Shruti Jain

There has been an extensive use of Unmanned Aerial Vehicles in search and rescue missions to distribute first aid kits and food packets. It is important that these UAVs are able to identify and distinguish the markers from one another for effective distribution. One of the common ways to mark the locations is via the use of characters superimposed on shapes of various colors which gives rise to wide variety of markers based on combination of different shapes, characters, and their respective colors. In this paper, we propose an object detection and classification pipeline which prevents false positives and minimizes misclassification of alphanumeric characters and shapes in aerial images. Our method makes use of traditional computer vision techniques and unsupervised machine learning methods for identifying region proposals, segmenting the image targets and removing false positives. We make use of a computationally light model for classification, making it easy to be deployed on any aerial vehicle.

Clayton Cohn, Siyuan Guo, Surya Rayala et al.

Multi-agent LLM architectures offer opportunities for pedagogical agents to help students construct domain knowledge and develop critical-thinking skills, yet many operate on a "one-size-fits-all" basis, limiting their ability to provide personalized support. To address this, we introduce Evidence-Decision-Feedback (EDF), a theoretical framework for adaptive scaffolding using LLMs. EDF integrates elements of intelligent tutoring systems and agentic behavior by organizing interactions around evidentiary inference, pedagogical decision-making, and adaptive feedback. We instantiate EDF through Copa, an agentic collaborative peer agent for STEM+C problem-solving. In an authentic high school classroom study, we show that EDF-guided interactions align feedback with students' demonstrated understanding and task mastery; promote gradual scaffold fading; and support interpretable, evidence-grounded explanations without fostering overreliance.

Clayton Cohn, Surya Rayala, Caitlin Snyder et al.

Collaborative dialogue offers rich insights into students' learning and critical thinking, which is essential for personalizing pedagogical agent interactions in STEM+C settings. While large language models (LLMs) facilitate dynamic pedagogical interactions, hallucinations undermine confidence, trust, and instructional value. Retrieval-augmented generation (RAG) grounds LLM outputs in curated knowledge but requires a clear semantic link between user input and a knowledge base, which is often weak in student dialogue. We propose log-contextualized RAG (LC-RAG), which enhances RAG retrieval by using environment logs to contextualize collaborative discourse. Our findings show that LC-RAG improves retrieval over a discourse-only baseline and allows our collaborative peer agent, Copa, to deliver relevant, personalized guidance that supports students' critical thinking and epistemic decision-making in a collaborative computational modeling environment, C2STEM.

Clayton Cohn, Surya Rayala, Namrata Srivastava et al.

Large language models (LLMs) present new opportunities for creating pedagogical agents that engage in meaningful dialogue to support student learning. However, the current use of LLM systems like ChatGPT in classrooms often lacks the solid theoretical foundation found in earlier intelligent tutoring systems. To bridge this gap, we propose a framework that combines Evidence-Centered Design with Social Cognitive Theory for adaptive scaffolding in LLM-based agents focused on STEM+C learning. We illustrate this framework with Inquizzitor, an LLM-based formative assessment agent that integrates human-AI hybrid intelligence and provides feedback grounded in cognitive science principles. Our findings show that Inquizzitor delivers high-quality assessment and interaction aligned with core learning theories, offering teachers effective guidance that students value. This research underscores the potential for theory-driven LLM integration in education, highlighting the ability of these systems to provide adaptive and principled instruction.

Namrata Srivastava, Shruti Jain, Clayton Cohn et al.

Exploratory learning environments (ELEs), such as simulation-based platforms and open-ended science curricula, promote hands-on exploration and problem-solving but make it difficult for teachers to gain timely insights into students' conceptual understanding. This paper presents LearnLens, a generative AI (GenAI)-enhanced teacher-facing dashboard designed to support problem-based instruction in middle school science. LearnLens processes students' open-ended responses from digital assessments to provide various insights, including sample responses, word clouds, bar charts, and AI-generated summaries. These features elucidate students' thinking, enabling teachers to adjust their instruction based on emerging patterns of understanding. The dashboard was informed by teacher input during professional development sessions and implemented within a middle school Earth science curriculum. We report insights from teacher interviews that highlight the dashboard's usability and potential to guide teachers' instruction in the classroom.

Eduardo Davalos, Yike Zhang, Shruti Jain et al.

Eye-tracking offers rich insights into student cognition and engagement, but remains underutilized in classroom-facing educational technology due to challenges in data interpretation and accessibility. In this paper, we present the iterative design and evaluation of a gaze-based learning analytics dashboard for English Language Arts (ELA), developed through five studies involving teachers and students. Guided by user-centered design and data storytelling principles, we explored how gaze data can support reflection, formative assessment, and instructional decision-making. Our findings demonstrate that gaze analytics can be approachable and pedagogically valuable when supported by familiar visualizations, layered explanations, and narrative scaffolds. We further show how a conversational agent, powered by a large language model (LLM), can lower cognitive barriers to interpreting gaze data by enabling natural language interactions with multimodal learning analytics. We conclude with design implications for future EdTech systems that aim to integrate novel data modalities in classroom contexts.

Sahil Khose, Shruti Jain, V Manushree

The problem of learning from few labeled examples while using large amounts of unlabeled data has been approached by various semi-supervised methods. Although these methods can achieve superior performance, the models are often not deployable due to the large number of parameters. This paper is an ablation study of distillation in a semi-supervised setting, which not just reduces the number of parameters of the model but can achieve this while improving the performance over the baseline supervised model and making it better at generalizing. After the supervised pretraining, the network is used as a teacher model, and a student network is trained over the soft labels that the teacher model generates over the entire unlabeled data. We find that the fewer the labels, the more this approach benefits from a smaller student network. This brings forward the potential of distillation as an effective solution to enhance performance in semi-supervised computer vision tasks while maintaining deployability.