B. Wu

K. Wong, B. Wu, S. Bulathwela et al.

Detecting collaborative and problem-solving behaviours from digital traces to interpret students' collaborative problem solving (CPS) competency is a long-term goal in the Artificial Intelligence in Education (AIEd) field. Although multimodal data and advanced models are argued to have the potential to detect complex CPS behaviours, empirical evidence on their value remains limited with some contrasting evidence. In this study, we investigated the potential of multimodal data to improve model performance in diagnosing 78 secondary school students' CPS subskills and indicators in authentic educational settings. In particular, text embeddings from verbal data and acoustic embeddings from audio data were used in a multimodal classification model for CPS diagnosis. Both unimodal and multimodal transformer-based models outperformed traditional models in detecting CPS classes. Although the inclusion of multimodality did not improve the performance of traditional unimodal models, its integration into transformer-based models demonstrated improved performance for diagnosing social-cognitive CPS classes compared to unimodal transformer-based models. Based on the results, the paper argues that multimodality and the selection of a particular modelling technique should not be taken for granted to achieve the best performance in the automated detection of every CPS subskill and indicator. Rather, their value is limited to certain types of CPS indicators, affected by the complexity of the labels, and dependent on the composition of indicators in the dataset. We conclude the paper by discussing the required nuance when considering the value of LLMs and multimodality in automated CPS diagnosis, highlighting the need for human-AI complementarity, and proposing the exploration of relevant model architectures and techniques to improve CPS diagnosis in authentic educational contexts.

B. Wu, B. Liang, X. Zhang

Automatic code review (ACR), which can relieve the costs of manual inspection, is an indispensable and essential task in software engineering. To deal with ACR, existing work is to serialize the abstract syntax tree (AST). However, making sense of the whole AST with sequence encoding approach is a daunting task, mostly due to some redundant nodes in AST hinder the transmission of node information. Not to mention that the serialized representation is inadequate to grasp the information of tree structure in AST. In this paper, we first present a new large-scale Apache Automatic Code Review (AACR) dataset for ACR task since there is still no publicly available dataset in this task. The release of this dataset would push forward the research in this field. Based on it, we propose a novel Simplified AST based Graph Convolutional Network (SimAST-GCN) to deal with ACR task. Concretely, to improve the efficiency of node information dissemination, we first simplify the AST of code by deleting the redundant nodes that do not contain connection attributes, and thus deriving a Simplified AST. Then, we construct a relation graph for each code based on the Simplified AST to properly embody the relations among code fragments of the tree structure into the graph. Subsequently, in the light of the merit of graph structure, we explore a graph convolution networks architecture that follows an attention mechanism to leverage the crucial implications of code fragments to derive code representations. Finally, we exploit a simple but effective subtraction operation in the representations between the original and revised code, enabling the revised difference to be preferably learned for deciding the results of ACR. Experimental results on the AACR dataset illustrate that our proposed model outperforms the state-of-the-art methods.