Zhangqi Duan

Zhangqi Duan, Nigel Fernandez, Alexander Hicks et al.

Open-ended coding tasks, which ask students to construct programs according to certain specifications, are common in computer science education. Student modeling can be challenging since their open-ended nature means that student code can be diverse. Traditional knowledge tracing (KT) models that only analyze response correctness may not fully capture nuances in student knowledge from student code. In this paper, we introduce Test case-Informed Knowledge Tracing for Open-ended Coding (TIKTOC), a framework to simultaneously analyze and predict both open-ended student code and whether the code passes each test case. We augment the existing CodeWorkout dataset with the test cases used for a subset of the open-ended coding questions, and propose a multi-task learning KT method to simultaneously analyze and predict 1) whether a student's code submission passes each test case and 2) the student's open-ended code, using a large language model as the backbone. We quantitatively show that these methods outperform existing KT methods for coding that only use the overall score a code submission receives. We also qualitatively demonstrate how test case information, combined with open-ended code, helps us gain fine-grained insights into student knowledge.

Tessa Masis, Zhangqi Duan, Weiai Wayne Xu et al.

The #StopAsianHate (SAH) movement is a broad social movement against violence targeting Asians and Asian Americans, beginning in 2021 in response to racial discrimination related to COVID-19 and sparking worldwide conversation about anti-Asian hate. However, research on the online SAH movement has focused on English-speaking participants so the spread of the movement outside of the United States is largely unknown. In addition, there have been no long-term studies of SAH so the extent to which it has been successfully sustained over time is not well understood. We present an analysis of 6.5 million "#StopAsianHate" tweets from 2.2 million users all over the globe and spanning 60 different languages, constituting the first study of the non-English and transnational component of the online SAH movement. Using a combination of topic modeling, user modeling, and hand annotation, we identify and characterize the dominant discussions and users participating in the movement and draw comparisons of English versus non-English topics and users. We discover clear differences in events driving topics, where spikes in English tweets are driven by violent crimes in the US but spikes in non-English tweets are driven by transnational incidents of anti-Asian sentiment towards symbolic representatives of Asian nations. We also find that global K-pop fans were quick to adopt the SAH movement and, in fact, sustained it for longer than any other user group. Our work contributes to understanding the transnationality and evolution of the SAH movement, and more generally to exploring upward scale shift and public attention in large-scale multilingual online activism.

Zhangqi Duan, Nigel Fernandez, Arun Balajiee Lekshmi Narayanan et al.

Knowledge components (KCs) mapped to problems help model student learning, tracking their mastery levels on fine-grained skills thereby facilitating personalized learning and feedback in online learning platforms. However, crafting and tagging KCs to problems, traditionally performed by human domain experts, is highly labor intensive. We present an automated, LLM-based pipeline for KC generation and tagging for open-ended programming problems. We also develop an LLM-based knowledge tracing (KT) framework to leverage these LLM-generated KCs, which we refer to as KCGen-KT. We conduct extensive quantitative and qualitative evaluations on two real-world student code submission datasets in different programming languages.We find that KCGen-KT outperforms existing KT methods and human-written KCs on future student response prediction. We investigate the learning curves of generated KCs and show that LLM-generated KCs result in a better fit than human written KCs under a cognitive model. We also conduct a human evaluation with course instructors to show that our pipeline generates reasonably accurate problem-KC mappings.