Yusuf Sermet

Ramteja Sajja, Yusuf Sermet, David Cwiertny et al.

Miscommunication and communication challenges between instructors and students represents one of the primary barriers to post-secondary learning. Students often avoid or miss opportunities to ask questions during office hours due to insecurities or scheduling conflicts. Moreover, students need to work at their own pace to have the freedom and time for the self-contemplation needed to build conceptual understanding and develop creative thinking skills. To eliminate barriers to student engagement, academic institutions need to redefine their fundamental approach to education by proposing flexible educational pathways that recognize continuous learning. To this end, we developed an AI-augmented intelligent educational assistance framework based on a power language model (i.e., GPT-3) that automatically generates course-specific intelligent assistants regardless of discipline or academic level. The virtual intelligent teaching assistant (TA) system will serve as a voice-enabled helper capable of answering course-specific questions concerning curriculum, logistics and course policies. It is envisioned to improve access to course-related information for the students and reduce logistical workload for the instructors and TAs. Its GPT-3-based knowledge discovery component as well as the generalized system architecture is presented accompanied by a methodical evaluation of the system accuracy and performance.

Ramteja Sajja, Yusuf Sermet, Muhammed Cikmaz et al.

This paper presents a novel framework, Artificial Intelligence-Enabled Intelligent Assistant (AIIA), for personalized and adaptive learning in higher education. The AIIA system leverages advanced AI and Natural Language Processing (NLP) techniques to create an interactive and engaging learning platform. This platform is engineered to reduce cognitive load on learners by providing easy access to information, facilitating knowledge assessment, and delivering personalized learning support tailored to individual needs and learning styles. The AIIA's capabilities include understanding and responding to student inquiries, generating quizzes and flashcards, and offering personalized learning pathways. The research findings have the potential to significantly impact the design, implementation, and evaluation of AI-enabled Virtual Teaching Assistants (VTAs) in higher education, informing the development of innovative educational tools that can enhance student learning outcomes, engagement, and satisfaction. The paper presents the methodology, system architecture, intelligent services, and integration with Learning Management Systems (LMSs) while discussing the challenges, limitations, and future directions for the development of AI-enabled intelligent assistants in education.

Vinay Pursnani, Yusuf Sermet, Ibrahim Demir

In recent years, advancements in artificial intelligence (AI) have led to the development of large language models like GPT-4, demonstrating potential applications in various fields, including education. This study investigates the feasibility and effectiveness of using ChatGPT, a GPT-4 based model, in achieving satisfactory performance on the Fundamentals of Engineering (FE) Environmental Exam. This study further shows a significant improvement in the model's accuracy when answering FE exam questions through noninvasive prompt modifications, substantiating the utility of prompt modification as a viable approach to enhance AI performance in educational contexts. Furthermore, the findings reflect remarkable improvements in mathematical capabilities across successive iterations of ChatGPT models, showcasing their potential in solving complex engineering problems. Our paper also explores future research directions, emphasizing the importance of addressing AI challenges in education, enhancing accessibility and inclusion for diverse student populations, and developing AI-resistant exam questions to maintain examination integrity. By evaluating the performance of ChatGPT in the context of the FE Environmental Exam, this study contributes valuable insights into the potential applications and limitations of large language models in educational settings. As AI continues to evolve, these findings offer a foundation for further research into the responsible and effective integration of AI models across various disciplines, ultimately optimizing the learning experience and improving student outcomes.

Ramteja Sajja, Yusuf Sermet, Ibrahim Demir

Recent advances in AI have catalyzed the adoption of intelligent educational tools, yet many semantic retrieval systems remain ill-suited to the unique linguistic and structural characteristics of academic content. This study presents two open-source embedding models fine-tuned for educational question answering, particularly in the context of course syllabi. A synthetic dataset of 3,197 sentence pairs, spanning synonymous terminology, paraphrased questions, and implicit-explicit mappings, was constructed through a combination of manual curation and large language model (LLM)-assisted generation. Two training strategies were evaluated: (1) a baseline model fine-tuned using MultipleNegativesRankingLoss (MNRL), and (2) a dual-loss model that combines MNRL with CosineSimilarityLoss to improve both semantic ranking and similarity calibration. Evaluations were conducted on 28 university course syllabi using a fixed set of natural language questions categorized into course, faculty, and teaching assistant information. Results demonstrate that both fine-tuned models outperform strong open-source baselines, including all-MiniLM-L6-v2 and multi-qa-MiniLM-L6-cos-v1, and that the dual-loss model narrows the performance gap with high-performing proprietary embeddings such as OpenAI's text-embedding-3 series. This work contributes reusable, domain-aligned embedding models and provides a replicable framework for educational semantic retrieval, supporting downstream applications such as academic chatbots, retrieval-augmented generation (RAG) systems, and learning management system (LMS) integrations.

Yusuf Sermet, Ibrahim Demir

COVID-19 pandemic elucidated that knowledge systems will be instrumental in cases where accurate information needs to be communicated to a substantial group of people with different backgrounds and technological resources. However, several challenges and obstacles hold back the wide adoption of virtual assistants by public health departments and organizations. This paper presents the Instant Expert, an open-source semantic web framework to build and integrate voice-enabled smart assistants (i.e. chatbots) for any web platform regardless of the underlying domain and technology. The component allows non-technical domain experts to effortlessly incorporate an operational assistant with voice recognition capability into their websites. Instant Expert is capable of automatically parsing, processing, and modeling Frequently Asked Questions pages as an information resource as well as communicating with an external knowledge engine for ontology-powered inference and dynamic data utilization. The presented framework utilizes advanced web technologies to ensure reusability and reliability, and an inference engine for natural language understanding powered by deep learning and heuristic algorithms. A use case for creating an informatory assistant for COVID-19 based on the Centers for Disease Control and Prevention (CDC) data is presented to demonstrate the framework's usage and benefits.

Yusuf Sermet, Ibrahim Demir

This article introduces an open-source web component, Instant Expert, which allows robust and efficient integration of a natural language question answering system to web-based platforms in any domain. Web Components are a set of web technologies to allow the creation of reusable, customizable, and encapsulated HTML elements. The Instant Expert web component consists of the user input (i.e. text, voice, multi-selection), question processing, and user interface modules. Two use cases are developed to demonstrate the component's features, benefits, and usage. The goal of this project is to pave the way for next-generation information systems by mitigating the challenges of developing voice-enabled and domain-informed smart assistants for communicating knowledge in any domain.

Ramteja Sajja, Yusuf Sermet, David Cwiertny et al.

This research study explores the conceptualization, development, and deployment of an innovative learning analytics tool, leveraging OpenAI's GPT-4 model to quantify student engagement, map learning progression, and evaluate diverse instructional strategies within an educational context. By analyzing critical data points such as students' stress levels, curiosity, confusion, agitation, topic preferences, and study methods, the tool provides a comprehensive view of the learning environment. It also employs Bloom's taxonomy to assess cognitive development based on student inquiries. In addition to technical evaluation through synthetic data, feedback from a survey of teaching faculty at the University of Iowa was collected to gauge perceived benefits and challenges. Faculty recognized the tool's potential to enhance instructional decision-making through real-time insights but expressed concerns about data security and the accuracy of AI-generated insights. The study outlines the design, implementation, and evaluation of the tool, highlighting its contributions to educational outcomes, practical integration within learning management systems, and future refinements needed to address privacy and accuracy concerns. This research underscores AI's role in shaping personalized, data-driven education.

Ramteja Sajja, Carlos Erazo Ramirez, Zhouyayan Li et al.

Hackathons have emerged as pivotal platforms in the software industry, driving both innovation and skill development for organizations and students alike. These events enable companies to quickly prototype new ideas while offering students practical, hands-on learning experiences. Over time, hackathons have transitioned from purely competitive events to valuable educational tools, integrating theory with real-world problem-solving through collaboration between academia and industry. The infusion of artificial intelligence (AI) and machine learning is now reshaping hackathons, providing enhanced learning opportunities while also introducing ethical challenges. This study explores the influence of generative AI on students' technological choices, focusing on a case study from the 2023 University of Iowa Hackathon. The findings offer insights into AI's role in these events, its educational impact, and propose strategies for integrating such technologies in future hackathons, ensuring a balance between innovation, ethics, and educational value.

Moaiz Abrar, Yusuf Sermet, Ibrahim Demir

This study evaluates the performance of several Large Language Models (LLMs) on MedRedQA, a dataset of consumer-based medical questions and answers by verified experts extracted from the AskDocs subreddit. While LLMs have shown proficiency in clinical question answering (QA) benchmarks, their effectiveness on real-world, consumer-based, medical questions remains less understood. MedRedQA presents unique challenges, such as informal language and the need for precise responses suited to non-specialist queries. To assess model performance, responses were generated using five LLMs: GPT-4o mini, Llama 3.1: 70B, Mistral-123B, Mistral-7B, and Gemini-Flash. A cross-evaluation method was used, where each model evaluated its responses as well as those of others to minimize bias. The results indicated that GPT-4o mini achieved the highest alignment with expert responses according to four out of the five models' judges, while Mistral-7B scored lowest according to three out of five models' judges. This study highlights the potential and limitations of current LLMs for consumer health medical question answering, indicating avenues for further development.

Likith Kadiyala, Ramteja Sajja, Yusuf Sermet et al.

This research investigates the integration of emotional diversity into Large Language Models (LLMs) to enhance collective intelligence. Inspired by the human wisdom of crowds phenomenon, where group decisions often outperform individual judgments, we fine-tuned the DarkIdol-Llama-3.1-8B model using Google's GoEmotions dataset and Low-Rank Adaptation (LoRA) to simulate emotionally diverse responses. Evaluating the model on a distance estimation task between Fargo, ND, and Seattle, WA, across 15,064 unique persona configurations, we analyzed how emotional states and social attributes influence decision-making. Our findings demonstrate that emotional integration shapes response patterns while maintaining acceptable prediction accuracy, revealing its potential to enhance artificial collective intelligence. This study provides valuable insights into the interplay of emotional diversity and decision-making in LLMs, suggesting pathways for creating emotionally aware AI systems that balance emotional depth with analytical precision.

Muhammed Sit, Bekir Z. Demiray, Zhongrun Xiang et al.

The global volume of digital data is expected to reach 175 zettabytes by 2025. The volume, variety, and velocity of water-related data are increasing due to large-scale sensor networks and increased attention to topics such as disaster response, water resources management, and climate change. Combined with the growing availability of computational resources and popularity of deep learning, these data are transformed into actionable and practical knowledge, revolutionizing the water industry. In this article, a systematic review of literature is conducted to identify existing research which incorporates deep learning methods in the water sector, with regard to monitoring, management, governance and communication of water resources. The study provides a comprehensive review of state-of-the-art deep learning approaches used in the water industry for generation, prediction, enhancement, and classification tasks, and serves as a guide for how to utilize available deep learning methods for future water resources challenges. Key issues and challenges in the application of these techniques in the water domain are discussed, including the ethics of these technologies for decision-making in water resources management and governance. Finally, we provide recommendations and future directions for the application of deep learning models in hydrology and water resources.