Ehsan Latif

Ehsan Latif, Gengchen Mai, Matthew Nyaaba et al.

Artificial general intelligence (AGI) has gained global recognition as a future technology due to the emergence of breakthrough large language models and chatbots such as GPT-4 and ChatGPT, respectively. Compared to conventional AI models, typically designed for a limited range of tasks, demand significant amounts of domain-specific data for training and may not always consider intricate interpersonal dynamics in education. AGI, driven by the recent large pre-trained models, represents a significant leap in the capability of machines to perform tasks that require human-level intelligence, such as reasoning, problem-solving, decision-making, and even understanding human emotions and social interactions. This position paper reviews AGI's key concepts, capabilities, scope, and potential within future education, including achieving future educational goals, designing pedagogy and curriculum, and performing assessments. It highlights that AGI can significantly improve intelligent tutoring systems, educational assessment, and evaluation procedures. AGI systems can adapt to individual student needs, offering tailored learning experiences. They can also provide comprehensive feedback on student performance and dynamically adjust teaching methods based on student progress. The paper emphasizes that AGI's capabilities extend to understanding human emotions and social interactions, which are critical in educational settings. The paper discusses that ethical issues in education with AGI include data bias, fairness, and privacy and emphasizes the need for codes of conduct to ensure responsible AGI use in academic settings like homework, teaching, and recruitment. We also conclude that the development of AGI necessitates interdisciplinary collaborations between educators and AI engineers to advance research and application efforts.

Ehsan Latif, Xiaoming Zhai

This study highlights the potential of fine-tuned ChatGPT (GPT-3.5) for automatically scoring student written constructed responses using example assessment tasks in science education. Recent studies on OpenAI's generative model GPT-3.5 proved its superiority in predicting the natural language with high accuracy and human-like responses. GPT-3.5 has been trained over enormous online language materials such as journals and Wikipedia; therefore, more than direct usage of pre-trained GPT-3.5 is required for automatic scoring as students utilize a different language than trained material. These imply that a domain-specific model, fine-tuned over data for specific tasks, can enhance model performance. In this study, we fine-tuned GPT-3.5 on six assessment tasks with a diverse dataset of middle-school and high-school student responses and expert scoring. The six tasks comprise two multi-label and four multi-class assessment tasks. We compare the performance of fine-tuned GPT-3.5 with the fine-tuned state-of-the-art Google's generated language model, BERT. The results show that in-domain training corpora constructed from science questions and responses for BERT achieved average accuracy = 0.838, SD = 0.069. GPT-3.5 shows a remarkable average increase (9.1%) in automatic scoring accuracy (mean = 9.15, SD = 0.042) for the six tasks, p =0.001 < 0.05. Specifically, for multi-label tasks (item 1 with 5 labels; item 2 with 10 labels), GPT-3.5 achieved significantly higher scoring accuracy than BERT across all the labels, with the second item achieving a 7.1% increase. The average scoring increase for the four multi-class items for GPT-3.5 was 10.6% compared to BERT. Our study confirmed the effectiveness of fine-tuned GPT-3.5 for automatic scoring of student responses on domain-specific data in education with high accuracy. We have released fine-tuned models for public use and community engagement.

Gyeong-Geon Lee, Ehsan Latif, Xuansheng Wu et al.

This study investigates the application of large language models (LLMs), specifically GPT-3.5 and GPT-4, with Chain-of-Though (CoT) in the automatic scoring of student-written responses to science assessments. We focused on overcoming the challenges of accessibility, technical complexity, and lack of explainability that have previously limited the use of artificial intelligence-based automatic scoring tools among researchers and educators. With a testing dataset comprising six assessment tasks (three binomial and three trinomial) with 1,650 student responses, we employed six prompt engineering strategies to automatically score student responses. The six strategies combined zero-shot or few-shot learning with CoT, either alone or alongside item stem and scoring rubrics. Results indicated that few-shot (acc = .67) outperformed zero-shot learning (acc = .60), with 12.6% increase. CoT, when used without item stem and scoring rubrics, did not significantly affect scoring accuracy (acc = .60). However, CoT prompting paired with contextual item stems and rubrics proved to be a significant contributor to scoring accuracy (13.44% increase for zero-shot; 3.7% increase for few-shot). We found a more balanced accuracy across different proficiency categories when CoT was used with a scoring rubric, highlighting the importance of domain-specific reasoning in enhancing the effectiveness of LLMs in scoring tasks. We also found that GPT-4 demonstrated superior performance over GPT -3.5 in various scoring tasks when combined with the single-call greedy sampling or ensemble voting nucleus sampling strategy, showing 8.64% difference. Particularly, the single-call greedy sampling strategy with GPT-4 outperformed other approaches.

Ehsan Latif, Ramviyas Parasuraman

The availability of accurate localization is critical for multi-robot exploration strategies; noisy or inconsistent localization causes failure in meeting exploration objectives. We aim to achieve high localization accuracy with contemporary exploration map belief and vice versa without needing global localization information. This paper proposes a novel simultaneous exploration and localization (SEAL) approach, which uses Gaussian Processes (GP)-based information fusion for maximum exploration while performing communication graph optimization for relative localization. Both these cross-dependent objectives were integrated through the Rao-Blackwellization technique. Distributed linearized convex hull optimization is used to select the next-best unexplored region for distributed exploration. SEAL outperformed cutting-edge methods on exploration and localization performance in extensive ROS-Gazebo simulations, illustrating the practicality of the approach in real-world applications.

Siva Krishna Ravipati, Ehsan Latif, Ramviyas Parasuraman et al.

Classification of different object surface material types can play a significant role in the decision-making algorithms for mobile robots and autonomous vehicles. RGB-based scene-level semantic segmentation has been well-addressed in the literature. However, improving material recognition using the depth modality and its integration with SLAM algorithms for 3D semantic mapping could unlock new potential benefits in the robotics perception pipeline. To this end, we propose a complementarity-aware deep learning approach for RGB-D-based material classification built on top of an object-oriented pipeline. The approach further integrates the ORB-SLAM2 method for 3D scene mapping with multiscale clustering of the detected material semantics in the point cloud map generated by the visual SLAM algorithm. Extensive experimental results with existing public datasets and newly contributed real-world robot datasets demonstrate a significant improvement in material classification and 3D clustering accuracy compared to state-of-the-art approaches for 3D semantic scene mapping.

Ehsan Latif, Zirak Khan, Xiaoming Zhai

Scientific sketches (e.g., models) offer a powerful lens into students' conceptual understanding, yet AI-powered automated assessment of such free-form, visually diverse artifacts remains a critical challenge. Existing solutions often treat sketch evaluation as either an image classification task or monolithic vision-language models, which lack interpretability, pedagogical alignment, and adaptability across cognitive levels. To address these limitations, we present SketchMind, a cognitively grounded, multi-agent framework for evaluating and improving student-drawn scientific sketches. SketchMind comprises modular agents responsible for rubric parsing, sketch perception, cognitive alignment, and iterative feedback with sketch modification, enabling personalized and transparent evaluation. We evaluate SketchMind on a curated dataset of 3,575 student-generated sketches across six science assessment items with different highest order of Bloom's level that require students to draw models to explain phenomena. Compared to baseline GPT-4o performance without SRG (average accuracy: 55.6%), and with SRG integration achieves 77.1% average accuracy (+21.4% average absolute gain). We also demonstrate that multi-agent orchestration with SRG enhances SketchMind performance, for example, GPT-4.1 gains an average 8.9% increase in sketch prediction accuracy, outperforming single-agent pipelines across all items. Human evaluators rated the feedback and co-created sketches generated by \textsc{SketchMind} with GPT-4.1, which achieved an average of 4.1 out of 5, significantly higher than those of baseline models (e.g., 2.3 for GPT-4o). Experts noted the system's potential to meaningfully support conceptual growth through guided revision. Our code and (pending approval) dataset will be released to support reproducibility and future research in AI-driven education.

Gyeong-Geon Lee, Ehsan Latif, Lehong Shi et al.

This study compared the classification performance of Gemini Pro and GPT-4V in educational settings. Employing visual question answering (VQA) techniques, the study examined both models' abilities to read text-based rubrics and then automatically score student-drawn models in science education. We employed both quantitative and qualitative analyses using a dataset derived from student-drawn scientific models and employing NERIF (Notation-Enhanced Rubrics for Image Feedback) prompting methods. The findings reveal that GPT-4V significantly outperforms Gemini Pro in terms of scoring accuracy and Quadratic Weighted Kappa. The qualitative analysis reveals that the differences may be due to the models' ability to process fine-grained texts in images and overall image classification performance. Even adapting the NERIF approach by further de-sizing the input images, Gemini Pro seems not able to perform as well as GPT-4V. The findings suggest GPT-4V's superior capability in handling complex multimodal educational tasks. The study concludes that while both models represent advancements in AI, GPT-4V's higher performance makes it a more suitable tool for educational applications involving multimodal data interpretation.

Shuchen Guo, Ehsan Latif, Yifan Zhou et al.

This study investigates the use of generative AI and multi-agent systems to provide automatic feedback in educational contexts, particularly for student constructed responses in science assessments. The research addresses a key gap in the field by exploring how multi-agent systems, called AutoFeedback, can improve the quality of GenAI-generated feedback, overcoming known issues such as over-praise and over-inference that are common in single-agent large language models (LLMs). The study developed a multi-agent system consisting of two AI agents: one for generating feedback and another for validating and refining it. The system was tested on a dataset of 240 student responses, and its performance was compared to that of a single-agent LLM. Results showed that AutoFeedback significantly reduced the occurrence of over-praise and over-inference errors, providing more accurate and pedagogically sound feedback. The findings suggest that multi-agent systems can offer a more reliable solution for generating automated feedback in educational settings, highlighting their potential for scalable and personalized learning support. These results have important implications for educators and researchers seeking to leverage AI in formative assessments, offering a pathway to more effective feedback mechanisms that enhance student learning outcomes.

Ehsan Latif, Gyeong-Geon Lee, Knut Neumann et al.

The advancement of natural language processing has paved the way for automated scoring systems in various languages, such as German (e.g., German BERT [G-BERT]). Automatically scoring written responses to science questions in German is a complex task and challenging for standard G-BERT as they lack contextual knowledge in the science domain and may be unaligned with student writing styles. This paper presents a contextualized German Science Education BERT (G-SciEdBERT), an innovative large language model tailored for scoring German-written responses to science tasks and beyond. Using G-BERT, we pre-trained G-SciEdBERT on a corpus of 30K German written science responses with 3M tokens on the Programme for International Student Assessment (PISA) 2018. We fine-tuned G-SciEdBERT on an additional 20K student-written responses with 2M tokens and examined the scoring accuracy. We then compared its scoring performance with G-BERT. Our findings revealed a substantial improvement in scoring accuracy with G-SciEdBERT, demonstrating a 10.2% increase of quadratic weighted Kappa compared to G-BERT (mean difference = 0.1026, SD = 0.069). These insights underline the significance of specialized language models like G-SciEdBERT, which is trained to enhance the accuracy of contextualized automated scoring, offering a substantial contribution to the field of AI in education.

Ehsan Latif, Luyang Fang, Ping Ma et al.

This study proposes a method for knowledge distillation (KD) of fine-tuned Large Language Models (LLMs) into smaller, more efficient, and accurate neural networks. We specifically target the challenge of deploying these models on resource-constrained devices. Our methodology involves training the smaller student model (Neural Network) using the prediction probabilities (as soft labels) of the LLM, which serves as a teacher model. This is achieved through a specialized loss function tailored to learn from the LLM's output probabilities, ensuring that the student model closely mimics the teacher's performance. To validate the performance of the KD approach, we utilized a large dataset, 7T, containing 6,684 student-written responses to science questions and three mathematical reasoning datasets with student-written responses graded by human experts. We compared accuracy with state-of-the-art (SOTA) distilled models, TinyBERT, and artificial neural network (ANN) models. Results have shown that the KD approach has 3% and 2% higher scoring accuracy than ANN and TinyBERT, respectively, and comparable accuracy to the teacher model. Furthermore, the student model size is 0.03M, 4,000 times smaller in parameters and x10 faster in inferencing than the teacher model and TinyBERT, respectively. The significance of this research lies in its potential to make advanced AI technologies accessible in typical educational settings, particularly for automatic scoring.

Shuchen Guo, Yun Wang, Jichao Yu et al.

This study investigated potential scoring biases and disparities toward English Language Learners (ELLs) when using automatic scoring systems for middle school students' written responses to science assessments. We specifically focus on examining how unbalanced training data with ELLs contributes to scoring bias and disparities. We fine-tuned BERT with four datasets: responses from (1) ELLs, (2) non-ELLs, (3) a mixed dataset reflecting the real-world proportion of ELLs and non-ELLs (unbalanced), and (4) a balanced mixed dataset with equal representation of both groups. The study analyzed 21 assessment items: 10 items with about 30,000 ELL responses, five items with about 1,000 ELL responses, and six items with about 200 ELL responses. Scoring accuracy (Acc) was calculated and compared to identify bias using Friedman tests. We measured the Mean Score Gaps (MSGs) between ELLs and non-ELLs and then calculated the differences in MSGs generated through both the human and AI models to identify the scoring disparities. We found that no AI bias and distorted disparities between ELLs and non-ELLs were found when the training dataset was large enough (ELL = 30,000 and ELL = 1,000), but concerns could exist if the sample size is limited (ELL = 200).

Luyang Fang, Ehsan Latif, Haoran Lu et al.

Automatic scoring of student responses enhances efficiency in education, but deploying a separate neural network for each task increases storage demands, maintenance efforts, and redundant computations. To address these challenges, this paper introduces the Gromov-Wasserstein Scoring Model Merging (GW-SMM) method, which merges models based on feature distribution similarities measured via the Gromov-Wasserstein distance. Our approach begins by extracting features from student responses using individual models, capturing both item-specific context and unique learned representations. The Gromov-Wasserstein distance then quantifies the similarity between these feature distributions, identifying the most compatible models for merging. Models exhibiting the smallest pairwise distances, typically in pairs or trios, are merged by combining only the shared layers preceding the classification head. This strategy results in a unified feature extractor while preserving separate classification heads for item-specific scoring. We validated our approach against human expert knowledge and a GPT-o1-based merging method. GW-SMM consistently outperformed both, achieving a higher micro F1 score, macro F1 score, exact match accuracy, and per-label accuracy. The improvements in micro F1 and per-label accuracy were statistically significant compared to GPT-o1-based merging (p=0.04, p=0.01). Additionally, GW-SMM reduced storage requirements by half without compromising much accuracy, demonstrating its computational efficiency alongside reliable scoring performance.

Ehsan Latif, Xiaoming Zhai

The integration of Artificial Intelligence (AI) in education requires scalable and efficient frameworks that balance performance, adaptability, and cost. This paper addresses these needs by proposing a shared backbone model architecture enhanced with lightweight LoRA adapters for task-specific fine-tuning, targeting the automated scoring of student responses across 27 mutually exclusive tasks. By achieving competitive performance (average QWK of 0.848 compared to 0.888 for fully fine-tuned models) while reducing GPU memory consumption by 60% and inference latency by 40%, the framework demonstrates significant efficiency gains. This approach aligns with the workshop's focus on improving language models for educational tasks, creating responsible innovations for cost-sensitive deployment, and supporting educators by streamlining assessment workflows. The findings underscore the potential of scalable AI to enhance learning outcomes while maintaining fairness and transparency in automated scoring systems.

Gyeong-Geon Lee, Lehong Shi, Ehsan Latif et al.

This paper presents a comprehensive examination of how multimodal artificial intelligence (AI) approaches are paving the way towards the realization of Artificial General Intelligence (AGI) in educational contexts. It scrutinizes the evolution and integration of AI in educational systems, emphasizing the crucial role of multimodality, which encompasses auditory, visual, kinesthetic, and linguistic modes of learning. This research delves deeply into the key facets of AGI, including cognitive frameworks, advanced knowledge representation, adaptive learning mechanisms, strategic planning, sophisticated language processing, and the integration of diverse multimodal data sources. It critically assesses AGI's transformative potential in reshaping educational paradigms, focusing on enhancing teaching and learning effectiveness, filling gaps in existing methodologies, and addressing ethical considerations and responsible usage of AGI in educational settings. The paper also discusses the implications of multimodal AI's role in education, offering insights into future directions and challenges in AGI development. This exploration aims to provide a nuanced understanding of the intersection between AI, multimodality, and education, setting a foundation for future research and development in AGI.

Ehsan Latif, WenZhan Song, Ramviyas Parasuraman

Smooth coordination within a swarm robotic system is essential for the effective execution of collective robot missions. Having efficient communication is key to the successful coordination of swarm robots. This paper proposes a new communication-efficient decentralized cooperative reinforcement learning algorithm for coordinating swarm robots. It is made efficient by hierarchically building on the use of local information exchanges. We consider a case study application of maze solving through cooperation among a group of robots, where the time and costs are minimized while avoiding inter-robot collisions and path overlaps during exploration. With a solid theoretical basis, we extensively analyze the algorithm with realistic CORE network simulations and evaluate it against state-of-the-art solutions in terms of maze coverage percentage and efficiency under communication-degraded environments. The results demonstrate significantly higher coverage accuracy and efficiency while reducing costs and overlaps even in high packet loss and low communication range scenarios.

Ehsan Latif, Ramviyas Parasuraman

Localization of a wireless mobile device or a robot in indoor and GPS-denied environments is a difficult problem, particularly in dynamic scenarios where traditional cameras and LIDAR-based alternative sensing and localization modalities may fail. We propose a method for estimating the location of a mobile robot in relation to static wireless sensor nodes (WSN) deployed in the environment. The method employs a novel particle filter that updates its weights using a Gauss probability over Direction of Arrival (DOA) estimate in conjunction with the mobile robot's mobility model. We evaluate and validate the proposed method in terms of accuracy and computational efficiency through extensive simulations and public real-world measurement datasets, comparing with standard state-of-the-art localization approaches. The results show considerably high meter-level localization accuracy balanced by the high computational efficiency, enabling it to use online without a need for a dedicated offline phase as in typical fingerprint-based localization algorithms.

Yikang Gui, Ehsan Latif, Ramviyas Parasuraman

Distributed task assignment for multiple agents raises fundamental and novel control theory and robotics problems. A new challenge is the development of distributed algorithms that dynamically assign tasks to multiple agents, not relying on prior assignment information. This work presents a distributed method for multi-robot task management based on a message expiration-based validation approach. Our approach handles the conflicts caused by a disconnection in the distributed multi-robot system by using distance-based and timestamp-based measurements to validate the task allocation for each robot. Simulation experiments in the Robotarium simulator platform have verified the validity of the proposed approach.

Ehsan Latif, Yikang Gui, Aiman Munir et al.

The applicability of the swarm robots to perform foraging tasks is inspired by their compact size and cost. A considerable amount of energy is required to perform such tasks, especially if the tasks are continuous and/or repetitive. Real-world situations in which robots perform tasks continuously while staying alive (survivability) and maximizing production (performance) require energy awareness. This paper proposes an energy-conscious distributed task allocation algorithm to solve continuous tasks (e.g., unlimited foraging) for cooperative robots to achieve highly effective missions. We consider efficiency as a function of the energy consumed by the robot during exploration and collection when food is returned to the collection bin. Finally, the proposed energy-efficient algorithm minimizes the total transit time to the charging station and time consumed while recharging and maximizes the robot's lifetime to perform maximum tasks to enhance the overall efficiency of collaborative robots. We evaluated the proposed solution against a typical greedy benchmarking strategy (assigning the closest collection bin to the available robot and recharging the robot at maximum) for efficiency and performance in various scenarios. The proposed approach significantly improved performance and efficiency over the baseline approach.