Mohammed Saqr

Mohammed Saqr, Sonsoles López-Pernas, Santtu Tikka et al.

The ability to sustain engagement and recover from setbacks (i.e., resilience) -- is fundamental for learning. When resilience weakens, students are at risk of disengagement and may drop out and miss on opportunities. Therefore, predicting disengagement long before it happens during the window of hope is important. In this article, we test whether early warning signals of resilience loss, grounded in the concept of critical slowing down (CSD) can forecast disengagement before dropping out. CSD has been widely observed across ecological, climate, and neural systems, where it precedes tipping points into catastrophic failure (dropping out in our case). Using 1.67 million practice attempts from 9,401 students who used a digital math learning environment, we computed CSD indicators: autocorrelation, return rate, variance, skewness, kurtosis, and coefficient of variation. We found that 88.2% of students exhibited CSD signals prior to disengagement, with warnings clustering late in activity and before practice ceased (dropping out). Our results provide the first evidence of CSD in education, suggesting that universal resilience dynamics also govern social systems such as human learning. These findings offer a practical indicator for early detection of vulnerability and supporting learners across different applications and contexts long before critical events happen. Most importantly, CSD indicators arise universally, independent of the mechanisms that generate the data, offering new opportunities for portability across contexts, data types, and learning environments.

Daiana Rinja, Eduardo Araujo Oliveira, Sonsoles López-Pernas et al.

Generative AI is reshaping higher education programming through vibe coding, where students collaborate with AI via natural language rather than writing code line-by-line. We conceptualize this practice as help-seeking, analyzing 19,418 interaction turns from 110 undergraduate students. Using inductive coding and Heterogeneous Transition Network Analysis, we examined interaction sequences to compare top- and low-performing students. Results reveal that top performers engaged in instrumental help-seeking -- inquiry and exploration -- eliciting tutor-like AI responses. In contrast, low performers relied on executive help-seeking, frequently delegating tasks and prompting the AI to assume an executor role focused on ready-made solutions. These findings indicate that currently generative AI mirrors student intent (whether productive or passive) rather than optimizing for learning. To evolve from tools to teammates, AI systems must move beyond passive compliance. We argue for pedagogically aligned design that detect unproductive delegation and adaptively steer educational interactions toward inquiry, ensuring student-AI partnerships augment rather than replace cognitive effort.

Eduardo Oliveira, Michael Fu, Patanamon Thongtanunam et al.

Code review is central to software engineering education but hard to scale in capstone projects due to tight deadlines, uneven peer feedback, and limited prior experience. We investigate an LLM-as-reviewer integrated directly into GitHub pull requests (human-in-the-loop) across two cohorts (more than 100 students, 2023--2024). Using a mixed-methods design -- GitHub data, reflective reports, and a targeted survey -- we examine engagement and responsiveness as behavioral indicators of self-regulated learning processes. Quantitatively, the 2024 cohort produced more iterative activity (1176 vs. 581 PRs), while technical issues observed in 2023 (227 failed AI attempts) dropped to zero after tool and instructional refinements. Despite different adoption levels (93\% vs. 50\% of teams using the tool), responsiveness was stable: 32\% (2023) and 33\% (2024) of successfully AI-reviewed PRs were followed by subsequent commits on the same PR. Qualitatively, students used the LLM's structured comments to focus reviews and discuss code quality, while guidance reduced over-reliance. We contribute: (i) an in-workflow design for an AI reviewer that scaffolds learning while mitigating cognitive offloading; (ii) a repeated cross sectional comparison across two cohorts in authentic settings; (iii) a mixed-methods analysis combining objective GitHub metrics with student self-reports; and (iv) evidence-based pedagogical recommendations for responsible, student-led AI-assisted review.

Mohammed Saqr, Sonsoles López-Pernas, Tiina Törmänen et al.

This paper presents a novel learning analytics method: Transition Network Analysis (TNA), a method that integrates Stochastic Process Mining and probabilistic graph representation to model, visualize, and identify transition patterns in the learning process data. Combining the relational and temporal aspects into a single lens offers capabilities beyond either framework, including centralities to capture important learning events, community detection to identify behavior patterns, and clustering to reveal temporal patterns. Furthermore, TNA introduces several significance tests that go beyond either method and add rigor to the analysis. Here, we introduce the theoretical and mathematical foundations of TNA and we demonstrate the functionalities of TNA with a case study where students (n=191) engaged in small-group collaboration to map patterns of group dynamics using the theories of co-regulation and socially-shared regulated learning. The analysis revealed that TNA can map the regulatory processes as well as identify important events, patterns, and clusters. Bootstrap validation established the significant transitions and eliminated spurious transitions. As such, TNA can capture learning dynamics and provide a robust framework for investigating the temporal evolution of learning processes. Future directions include -- inter alia -- expanding estimation methods, reliability assessment, and building longitudinal TNA.

Eduardo Araujo Oliveira, Madhavi Mohoni, Sonsoles López-Pernas et al.

As human-AI collaboration becomes increasingly prevalent in educational contexts, understanding and measuring the extent and nature of such interactions pose significant challenges. This research investigates the use of authorship verification (AV) techniques not as a punitive measure, but as a means to quantify AI assistance in academic writing, with a focus on promoting transparency, interpretability, and student development. Building on prior work, we structured our investigation into three stages: dataset selection and expansion, AV method development, and systematic evaluation. Using three datasets - including a public dataset (PAN-14) and two from University of Melbourne students from various courses - we expanded the data to include LLM-generated texts, totalling 1,889 documents and 540 authorship problems from 506 students. We developed an adapted Feature Vector Difference AV methodology to construct robust academic writing profiles for students, designed to capture meaningful, individual characteristics of their writing. The method's effectiveness was evaluated across multiple scenarios, including distinguishing between student-authored and LLM-generated texts and testing resilience against LLMs' attempts to mimic student writing styles. Results demonstrate the enhanced AV classifier's ability to identify stylometric discrepancies and measure human-AI collaboration at word and sentence levels while providing educators with a transparent tool to support academic integrity investigations. This work advances AV technology, offering actionable insights into the dynamics of academic writing in an AI-driven era.

Mohammed Saqr, Kamila Misiejuk, Sonsoles López-Pernas

While research on human-AI collaboration exists, it mainly examined language learning and used traditional counting methods with little attention to evolution and dynamics of collaboration on cognitively demanding tasks. This study examines human-AI interactions while solving a complex problem. Student-AI interactions were qualitatively coded and analyzed with transition network analysis, sequence analysis and partial correlation networks as well as comparison of frequencies using chi-square and Person-residual shaded Mosaic plots to map interaction patterns, their evolution, and their relationship to problem complexity and student performance. Findings reveal a dominant Instructive pattern with interactions characterized by iterative ordering rather than collaborative negotiation. Oftentimes, students engaged in long threads that showed misalignment between their prompts and AI output that exemplified a lack of synergy that challenges the prevailing assumptions about LLMs as collaborative partners. We also found no significant correlations between assignment complexity, prompt length, and student grades suggesting a lack of cognitive depth, or effect of problem difficulty. Our study indicates that the current LLMs, optimized for instruction-following rather than cognitive partnership, compound their capability to act as cognitively stimulating or aligned collaborators. Implications for designing AI systems that prioritize cognitive alignment and collaboration are discussed.

Leonie V. D. E. Vogelsmeier, Eduardo Oliveira, Kamila Misiejuk et al.

Large language models (LLMs) offer the potential to simulate human-like responses and behaviors, creating new opportunities for psychological science. In the context of self-regulated learning (SRL), if LLMs can reliably simulate survey responses at scale and speed, they could be used to test intervention scenarios, refine theoretical models, augment sparse datasets, and represent hard-to-reach populations. However, the validity of LLM-generated survey responses remains uncertain, with limited research focused on SRL and existing studies beyond SRL yielding mixed results. Therefore, in this study, we examined LLM-generated responses to the 44-item Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich \& De Groot, 1990), a widely used instrument assessing students' learning strategies and academic motivation. Particularly, we used the LLMs GPT-4o, Claude 3.7 Sonnet, Gemini 2 Flash, LLaMA 3.1-8B, and Mistral Large. We analyzed item distributions, the psychological network of the theoretical SRL dimensions, and psychometric validity based on the latent factor structure. Our results suggest that Gemini 2 Flash was the most promising LLM, showing considerable sampling variability and producing underlying dimensions and theoretical relationships that align with prior theory and empirical findings. At the same time, we observed discrepancies and limitations, underscoring both the potential and current constraints of using LLMs for simulating psychological survey data and applying it in educational contexts.