Atsushi Shimada

Boxuan Ma, Huiyong Li, Gen Li et al.

Generative AI (GenAI) tools such as ChatGPT now provide novice programmers with instant, personalized support and are reshaping computing education. While a growing body of work examines AI's immediate impacts, longitudinal evidence remains limited on how students' awareness, student-AI interaction patterns, and course outcomes evolve as AI becomes routine in classrooms. To address this gap, we investigate an introductory Python course across three successive AI-supported cohorts (2023-2025). Using questionnaires, coded student-AI dialogue logs, and course assessment records, we examine cohort-to-cohort shifts in students' AI awareness, interaction practices, and learning outcomes. We find that students' relationships with GenAI change systematically over time: familiarity and uptake become increasingly normative, and help-seeking practices evolve alongside growing AI literacy and shifting expectations of what the assistant should provide. These changes suggest that, in the AI era, the central instructional challenge is less about whether students use AI and more about how courses redefine productive learning practices while maintaining student agency. Our study offers longitudinal evidence and practical implications for designing and integrating AI programming support in course settings.

Ivo Lodovico Molina, Valdemar Švábenský, Tsubasa Minematsu et al.

This study explores the effectiveness of Large Language Models (LLMs) for Automatic Question Generation in educational settings. Three LLMs are compared in their ability to create questions from university slide text without fine-tuning. Questions were obtained in a two-step pipeline: first, answer phrases were extracted from slides using Llama 2-Chat 13B; then, the three models generated questions for each answer. To analyze whether the questions would be suitable in educational applications for students, a survey was conducted with 46 students who evaluated a total of 246 questions across five metrics: clarity, relevance, difficulty, slide relation, and question-answer alignment. Results indicate that GPT-3.5 and Llama 2-Chat 13B outperform Flan T5 XXL by a small margin, particularly in terms of clarity and question-answer alignment. GPT-3.5 especially excels at tailoring questions to match the input answers. The contribution of this research is the analysis of the capacity of LLMs for Automatic Question Generation in education.

Sijie Xiong, Shuqing Liu, Cheng Tang et al.

"This work has been submitted to the lEEE for possible publication. Copyright may be transferred without noticeafter which this version may no longer be accessible." Time series modeling serves as the cornerstone of real-world applications, such as weather forecasting and transportation management. Recently, Mamba has become a promising model that combines near-linear computational complexity with high prediction accuracy in time series modeling, while facing challenges such as insufficient modeling of nonlinear dependencies in attention and restricted receptive fields caused by convolutions. To overcome these limitations, this paper introduces an innovative framework, Attention Mamba, featuring a novel Adaptive Pooling block that accelerates attention computation and incorporates global information, effectively overcoming the constraints of limited receptive fields. Furthermore, Attention Mamba integrates a bidirectional Mamba block, efficiently capturing long-short features and transforming inputs into the Value representations for attention mechanisms. Extensive experiments conducted on diverse datasets underscore the effectiveness of Attention Mamba in extracting nonlinear dependencies and enhancing receptive fields, establishing superior performance among leading counterparts. Our codes will be available on GitHub.

Erwin D. López Z., Cheng Tang, Atsushi Shimada

This paper proposes Attention-Seeker, an unsupervised keyphrase extraction method that leverages self-attention maps from a Large Language Model to estimate the importance of candidate phrases. Our approach identifies specific components - such as layers, heads, and attention vectors - where the model pays significant attention to the key topics of the text. The attention weights provided by these components are then used to score the candidate phrases. Unlike previous models that require manual tuning of parameters (e.g., selection of heads, prompts, hyperparameters), Attention-Seeker dynamically adapts to the input text without any manual adjustments, enhancing its practical applicability. We evaluate Attention-Seeker on four publicly available datasets: Inspec, SemEval2010, SemEval2017, and Krapivin. Our results demonstrate that, even without parameter tuning, Attention-Seeker outperforms most baseline models, achieving state-of-the-art performance on three out of four datasets, particularly excelling in extracting keyphrases from long documents.

Boxuan Ma, Huiyong Li, Gen Li et al.

Generative AI tools such as ChatGPT now provide novice programmers with unprecedented access to instant, personalized support. While this holds clear promise, their influence on students' metacognitive processes remains underexplored. Existing work has largely focused on correctness and usability, with limited attention to whether and how students' use of AI assistants supports or bypasses key metacognitive processes. This study addresses that gap by analyzing student-AI interactions through a metacognitive lens in university-level programming courses. We examined more than 10,000 dialogue logs collected over three years, complemented by surveys of students and educators. Our analysis focused on how prompts and responses aligned with metacognitive phases and strategies. Synthesizing these findings across data sources, we distill design considerations for AI-powered coding assistants that aim to support rather than supplant metacognitive engagement. Our findings provide guidance for developing educational AI tools that strengthen students' learning processes in programming education.

Valdemar Švábenský, Conrad Borchers, Elizabeth B. Cloude et al.

In supervised machine learning (SML) research, large training datasets are essential for valid results. However, obtaining primary data in learning analytics (LA) is challenging. Data augmentation can address this by expanding and diversifying data, though its use in LA remains underexplored. This paper systematically compares data augmentation techniques and their impact on prediction performance in a typical LA task: prediction of academic outcomes. Augmentation is demonstrated on four SML models, which we successfully replicated from a previous LAK study based on AUC values. Among 21 augmentation techniques, SMOTE-ENN sampling performed the best, improving the average AUC by 0.01 and approximately halving the training time compared to the baseline models. In addition, we compared 99 combinations of chaining 21 techniques, and found minor, although statistically significant, improvements across models when adding noise to SMOTE-ENN (+0.014). Notably, some augmentation techniques significantly lowered predictive performance or increased performance fluctuation related to random chance. This paper's contribution is twofold. Primarily, our empirical findings show that sampling techniques provide the most statistically reliable performance improvements for LA applications of SML, and are computationally more efficient than deep generation methods with complex hyperparameter settings. Second, the LA community may benefit from validating a recent study through independent replication.

Gen Li, Li Chen, Cheng Tang et al.

We explore the use of Large Language Models (LLMs) for automated assessment of open-text student reflections and prediction of academic performance. Traditional methods for evaluating reflections are time-consuming and may not scale effectively in educational settings. In this work, we employ LLMs to transform student reflections into quantitative scores using two assessment strategies (single-agent and multi-agent) and two prompting techniques (zero-shot and few-shot). Our experiments, conducted on a dataset of 5,278 reflections from 377 students over three academic terms, demonstrate that the single-agent with few-shot strategy achieves the highest match rate with human evaluations. Furthermore, models utilizing LLM-assessed reflection scores outperform baselines in both at-risk student identification and grade prediction tasks. These findings suggest that LLMs can effectively automate reflection assessment, reduce educators' workload, and enable timely support for students who may need additional assistance. Our work emphasizes the potential of integrating advanced generative AI technologies into educational practices to enhance student engagement and academic success.

Yuma Miyazaki, Valdemar Švábenský, Yuta Taniguchi et al.

Digital textbook (e-book) systems record student interactions with textbooks as a sequence of events called EventStream data. In the past, researchers extracted meaningful features from EventStream, and utilized them as inputs for downstream tasks such as grade prediction and modeling of student behavior. Previous research evaluated models that mainly used statistical-based features derived from EventStream logs, such as the number of operation types or access frequencies. While these features are useful for providing certain insights, they lack temporal information that captures fine-grained differences in learning behaviors among different students. This study proposes E2Vec, a novel feature representation method based on word embeddings. The proposed method regards operation logs and their time intervals for each student as a string sequence of characters and generates a student vector of learning activity features that incorporates time information. We applied fastText to generate an embedding vector for each of 305 students in a dataset from two years of computer science courses. Then, we investigated the effectiveness of E2Vec in an at-risk detection task, demonstrating potential for generalizability and performance.

Valdemar Švábenský, Mélina Verger, Maria Mercedes T. Rodrigo et al.

Algorithmic bias is a major issue in machine learning models in educational contexts. However, it has not yet been studied thoroughly in Asian learning contexts, and only limited work has considered algorithmic bias based on regional (sub-national) background. As a step towards addressing this gap, this paper examines the population of 5,986 students at a large university in the Philippines, investigating algorithmic bias based on students' regional background. The university used the Canvas learning management system (LMS) in its online courses across a broad range of domains. Over the period of three semesters, we collected 48.7 million log records of the students' activity in Canvas. We used these logs to train binary classification models that predict student grades from the LMS activity. The best-performing model reached AUC of 0.75 and weighted F1-score of 0.79. Subsequently, we examined the data for bias based on students' region. Evaluation using three metrics: AUC, weighted F1-score, and MADD showed consistent results across all demographic groups. Thus, no unfairness was observed against a particular student group in the grade predictions.

Sukrit Leelaluk, Cheng Tang, Valdemar Švábenský et al.

Educational data mining (EDM) is a part of applied computing that focuses on automatically analyzing data from learning contexts. Early prediction for identifying at-risk students is a crucial and widely researched topic in EDM research. It enables instructors to support at-risk students to stay on track, preventing student dropout or failure. Previous studies have predicted students' learning performance to identify at-risk students by using machine learning on data collected from e-learning platforms. However, most studies aimed to identify at-risk students utilizing the entire course data after the course finished. This does not correspond to the real-world scenario that at-risk students may drop out before the course ends. To address this problem, we introduce an RNN-Attention-KD (knowledge distillation) framework to predict at-risk students early throughout a course. It leverages the strengths of Recurrent Neural Networks (RNNs) in handling time-sequence data to predict students' performance at each time step and employs an attention mechanism to focus on relevant time steps for improved predictive accuracy. At the same time, KD is applied to compress the time steps to facilitate early prediction. In an empirical evaluation, RNN-Attention-KD outperforms traditional neural network models in terms of recall and F1-measure. For example, it obtained recall and F1-measure of 0.49 and 0.51 for Weeks 1--3 and 0.51 and 0.61 for Weeks 1--6 across all datasets from four years of a university course. Then, an ablation study investigated the contributions of different knowledge transfer methods (distillation objectives). We found that hint loss from the hidden layer of RNN and context vector loss from the attention module on RNN could enhance the model's prediction performance for identifying at-risk students. These results are relevant for EDM researchers employing deep learning models.

Erwin Daniel López Zapata, Cheng Tang, Valdemar Švábenský et al.

Educational e-book platforms provide valuable information to teachers and researchers through two main sources: reading activity data and reading content data. While reading activity data is commonly used to analyze learning strategies and predict low-performing students, reading content data is often overlooked in these analyses. To address this gap, this study proposes LECTOR (Lecture slides and Topic Relationships), a model that summarizes information from reading content in a format that can be easily integrated with reading activity data. Our first experiment compared LECTOR to representative Natural Language Processing (NLP) models in extracting key information from 2,255 lecture slides, showing an average improvement of 5% in F1-score. These results were further validated through a human evaluation involving 28 students, which showed an average improvement of 21% in F1-score over a model predominantly used in current educational tools. Our second experiment compared reading preferences extracted by LECTOR with traditional reading activity data in predicting low-performing students using 600,712 logs from 218 students. The results showed a tendency to improve the predictive performance by integrating LECTOR. Finally, we proposed examples showing the potential application of the reading preferences extracted by LECTOR in designing personalized interventions for students.

Kazuaki Kondo, Daisuke Deguchi, Atsushi Shimada

Hand orientation is an essential feature required to understand hand behaviors and subsequently support human activities. In this paper, we present a new method for estimating hand orientation in probability density form. It can solve the cyclicity problem in direct angular representation and enables the integration of multiple predictions based on different features. We validated the performance of the proposed method and an integration example using our dataset, which captured cooperative group work.

Yichao Xu, Hajime Nagahara, Atsushi Shimada et al.

The segmentation of transparent objects can be very useful in computer vision applications. However, because they borrow texture from their background and have a similar appearance to their surroundings, transparent objects are not handled well by regular image segmentation methods. We propose a method that overcomes these problems using the consistency and distortion properties of a light-field image. Graph-cut optimization is applied for the pixel labeling problem. The light-field linearity is used to estimate the likelihood of a pixel belonging to the transparent object or Lambertian background, and the occlusion detector is used to find the occlusion boundary. We acquire a light field dataset for the transparent object, and use this dataset to evaluate our method. The results demonstrate that the proposed method successfully segments transparent objects from the background.