Mohammad Khalil

Mohammad Khalil, Erkan Er

The rise of Artificial Intelligence (AI) technology and its impact on education has been a topic of growing concern in recent years. The new generation AI systems such as chatbots have become more accessible on the Internet and stronger in terms of capabilities. The use of chatbots, particularly ChatGPT, for generating academic essays at schools and colleges has sparked fears among scholars. This study aims to explore the originality of contents produced by one of the most popular AI chatbots, ChatGPT. To this end, two popular plagiarism detection tools were used to evaluate the originality of 50 essays generated by ChatGPT on various topics. Our results manifest that ChatGPT has a great potential to generate sophisticated text outputs without being well caught by the plagiarism check software. In other words, ChatGPT can create content on many topics with high originality as if they were written by someone. These findings align with the recent concerns about students using chatbots for an easy shortcut to success with minimal or no effort. Moreover, ChatGPT was asked to verify if the essays were generated by itself, as an additional measure of plagiarism check, and it showed superior performance compared to the traditional plagiarism-detection tools. The paper discusses the need for institutions to consider appropriate measures to mitigate potential plagiarism issues and advise on the ongoing debate surrounding the impact of AI technology on education. Further implications are discussed in the paper.

Qinyi Liu, Dong Liu, Sam Urmian et al.

Synthetic Data Generation (SDG) can be used to facilitate privacy-preserving data sharing. However, most existing research focuses on privacy attacks where the adversary is the recipient of the released synthetic data and attempts to infer sensitive information from it. This study investigates quality degradation attacks initiated by adversaries who possess access to the real dataset or control over the generation process, such as the data owner, the synthetic data provider, or potential intruders. We formalize a corresponding threat model and empirically evaluate the effectiveness of targeted manipulations of real data (e.g., label flipping and feature-importance-based interventions) on the quality of generated synthetic data. The results show that even small perturbations can substantially reduce downstream predictive performance and increase statistical divergence, exposing vulnerabilities within SDG pipelines. This study highlights the need to integrate integrity verification and robustness mechanisms, alongside privacy protection, to ensure the reliability and trustworthiness of synthetic data sharing frameworks.

Qinyi Liu, Mohammad Khalil, Ronas Shakya et al.

Privacy poses a significant obstacle to the progress of learning analytics (LA), presenting challenges like inadequate anonymization and data misuse that current solutions struggle to address. Synthetic data emerges as a potential remedy, offering robust privacy protection. However, prior LA research on synthetic data lacks thorough evaluation, essential for assessing the delicate balance between privacy and data utility. Synthetic data must not only enhance privacy but also remain practical for data analytics. Moreover, diverse LA scenarios come with varying privacy and utility needs, making the selection of an appropriate synthetic data approach a pressing challenge. To address these gaps, we propose a comprehensive evaluation of synthetic data, which encompasses three dimensions of synthetic data quality, namely resemblance, utility, and privacy. We apply this evaluation to three distinct LA datasets, using three different synthetic data generation methods. Our results show that synthetic data can maintain similar utility (i.e., predictive performance) as real data, while preserving privacy. Furthermore, considering different privacy and data utility requirements in different LA scenarios, we make customized recommendations for synthetic data generation. This paper not only presents a comprehensive evaluation of synthetic data but also illustrates its potential in mitigating privacy concerns within the field of LA, thus contributing to a wider application of synthetic data in LA and promoting a better practice for open science.

Qinyi Liu, Oscar Deho, Farhad Vadiee et al.

The increasing use of machine learning in learning analytics (LA) has raised significant concerns around algorithmic fairness and privacy. Synthetic data has emerged as a dual-purpose tool, enhancing privacy and improving fairness in LA models. However, prior research suggests an inverse relationship between fairness and privacy, making it challenging to optimize both. This study investigates which synthetic data generators can best balance privacy and fairness, and whether pre-processing fairness algorithms, typically applied to real datasets, are effective on synthetic data. Our results highlight that the DEbiasing CAusal Fairness (DECAF) algorithm achieves the best balance between privacy and fairness. However, DECAF suffers in utility, as reflected in its predictive accuracy. Notably, we found that applying pre-processing fairness algorithms to synthetic data improves fairness even more than when applied to real data. These findings suggest that combining synthetic data generation with fairness pre-processing offers a promising approach to creating fairer LA models.

Mohammad Khalil, Farhad Vadiee, Ronas Shakya et al.

In this study, we explore the growing potential of AI and deep learning technologies, particularly Generative Adversarial Networks (GANs) and Large Language Models (LLMs), for generating synthetic tabular data. Access to quality students data is critical for advancing learning analytics, but privacy concerns and stricter data protection regulations worldwide limit their availability and usage. Synthetic data offers a promising alternative. We investigate whether synthetic data can be leveraged to create artificial students for serving learning analytics models. Using the popular GAN model CTGAN and three LLMs- GPT2, DistilGPT2, and DialoGPT, we generate synthetic tabular student data. Our results demonstrate the strong potential of these methods to produce high-quality synthetic datasets that resemble real students data. To validate our findings, we apply a comprehensive set of utility evaluation metrics to assess the statistical and predictive performance of the synthetic data and compare the different generator models used, specially the performance of LLMs. Our study aims to provide the learning analytics community with valuable insights into the use of synthetic data, laying the groundwork for expanding the field methodological toolbox with new innovative approaches for learning analytics data generation.

Ronas Shakya, Farhad Vadiee, Mohammad Khalil

The advancement of large language models (LLMs) has created a competitive landscape for AI-assisted programming tools. This study evaluates two leading models: ChatGPT 03-mini and DeepSeek-R1 on their ability to solve competitive programming tasks from Codeforces. Using 29 programming tasks of three levels of easy, medium, and hard difficulty, we assessed the outcome of both models by their accepted solutions, memory efficiency, and runtime performance. Our results indicate that while both models perform similarly on easy tasks, ChatGPT outperforms DeepSeek-R1 on medium-difficulty tasks, achieving a 54.5% success rate compared to DeepSeek 18.1%. Both models struggled with hard tasks, thus highlighting some ongoing challenges LLMs face in handling highly complex programming problems. These findings highlight key differences in both model capabilities and their computational power, offering valuable insights for developers and researchers working to advance AI-driven programming tools.

Mohammad Khalil, Ronas Shakya, Qinyi Liu

The increasing adoption of data-driven applications in education such as in learning analytics and AI in education has raised significant privacy and data protection concerns. While these challenges have been widely discussed in previous works, there are still limited practical solutions. Federated learning has recently been discoursed as a promising privacy-preserving technique, yet its application in education remains scarce. This paper presents an experimental evaluation of federated learning for educational data prediction, comparing its performance to traditional non-federated approaches. Our findings indicate that federated learning achieves comparable predictive accuracy. Furthermore, under adversarial attacks, federated learning demonstrates greater resilience compared to non-federated settings. We summarise that our results reinforce the value of federated learning as a potential approach for balancing predictive performance and privacy in educational contexts.

Bruno S. Soriano, Ki Sung Jung, Tarek Echekki et al.

Reduced order models based on the transport of a lower dimensional manifold representation of the thermochemical state, such as Principal Component (PC) transport and Machine Learning (ML) techniques, have been developed to reduce the computational cost associated with the Direct Numerical Simulations (DNS) of reactive flows. Both PC transport and ML normally require an abundance of data to exhibit sufficient predictive accuracy, which might not be available due to the prohibitive cost of DNS or experimental data acquisition. To alleviate such difficulties, similar data from an existing dataset or domain (source domain) can be used to train ML models, potentially resulting in adequate predictions in the domain of interest (target domain). This study presents a novel probabilistic transfer learning (TL) framework to enhance the trust in ML models in correctly predicting the thermochemical state in a lower dimensional manifold and a sparse data setting. The framework uses Bayesian neural networks, and autoencoders, to reduce the dimensionality of the state space and diffuse the knowledge from the source to the target domain. The new framework is applied to one-dimensional freely-propagating flame solutions under different data sparsity scenarios. The results reveal that there is an optimal amount of knowledge to be transferred, which depends on the amount of data available in the target domain and the similarity between the domains. TL can reduce the reconstruction error by one order of magnitude for cases with large sparsity. The new framework required 10 times less data for the target domain to reproduce the same error as in the abundant data scenario. Furthermore, comparisons with a state-of-the-art deterministic TL strategy show that the probabilistic method can require four times less data to achieve the same reconstruction error.

Wyatt Bridgman, Uma Balakrishnan, Reese Jones et al.

In the field of surrogate modeling, polynomial chaos expansion (PCE) allows practitioners to construct inexpensive yet accurate surrogates to be used in place of the expensive forward model simulations. For black-box simulations, non-intrusive PCE allows the construction of these surrogates using a set of simulation response evaluations. In this context, the PCE coefficients can be obtained using linear regression, which is also known as point collocation or stochastic response surfaces. Regression exhibits better scalability and can handle noisy function evaluations in contrast to other non-intrusive approaches, such as projection. However, since over-sampling is generally advisable for the linear regression approach, the simulation requirements become prohibitive for expensive forward models. We propose to leverage transfer learning whereby knowledge gained through similar PCE surrogate construction tasks (source domains) is transferred to a new surrogate-construction task (target domain) which has a limited number of forward model simulations (training data). The proposed transfer learning strategy determines how much, if any, information to transfer using new techniques inspired by Bayesian modeling and data assimilation. The strategy is scrutinized using numerical investigations and applied to an engineering problem from the oil and gas industry.

Qinyi Liu, Mohammad Khalil, Naman Goel

Foundation models for tabular data, such as the Tabular Prior-data Fitted Network (TabPFN), are pre-trained on a massive number of synthetic datasets generated by structural causal models (SCM). They leverage in-context learning to offer high predictive accuracy in real-world tasks. However, the fairness properties of these foundational models, which incorporate ideas from causal reasoning during pre-training, have not yet been explored in sufficient depth. In this work, we conduct a comprehensive empirical evaluation of TabPFN and its fine-tuned variants, assessing predictive performance, fairness, and robustness across varying dataset sizes and distributional shifts. Our results reveal that while TabPFN achieves stronger predictive accuracy compared to baselines and exhibits robustness to spurious correlations, improvements in fairness are moderate and inconsistent, particularly under missing-not-at-random (MNAR) covariate shifts. These findings suggest that the causal pre-training in TabPFN is helpful but insufficient for algorithmic fairness, highlighting implications for deploying such models in practice and the need for further fairness interventions.

Wyatt Bridgman, Xiaoxuan Zhang, Greg Teichert et al.

In this work we employ an encoder-decoder convolutional neural network to predict the failure locations of porous metal tension specimens based only on their initial porosities. The process we model is complex, with a progression from initial void nucleation, to saturation, and ultimately failure. The objective of predicting failure locations presents an extreme case of class imbalance since most of the material in the specimens do not fail. In response to this challenge, we develop and demonstrate the effectiveness of data- and loss-based regularization methods. Since there is considerable sensitivity of the failure location to the particular configuration of voids, we also use variational inference to provide uncertainties for the neural network predictions. We connect the deterministic and Bayesian convolutional neural networks at a theoretical level to explain how variational inference regularizes the training and predictions. We demonstrate that the resulting predicted variances are effective in ranking the locations that are most likely to fail in any given specimen.

Mohammad Khalil

Educational technology has obtained great importance over the last fifteen years. At present, the umbrella of educational technology incorporates multitudes of engaging online environments and fields. Learning analytics and Massive Open Online Courses (MOOCs) are two of the most relevant emerging topics in this domain. Since they are open to everyone at no cost, MOOCs excel in attracting numerous participants that can reach hundreds and hundreds of thousands. Experts from different disciplines have shown significant interest in MOOCs as the phenomenon has rapidly grown. In fact, MOOCs have been proven to scale education in disparate areas. Their benefits are crystallized in the improvement of educational outcomes, reduction of costs and accessibility expansion. Due to their unusual massiveness, the large datasets of MOOC platforms require advanced tools and methodologies for further examination. The key importance of learning analytics is reflected here. MOOCs offer diverse challenges and practices for learning analytics to tackle. In view of that, this thesis combines both fields in order to investigate further steps in the learning analytics capabilities in MOOCs. The primary research of this dissertation focuses on the integration of learning analytics in MOOCs, and thereafter looks into examining students' behavior on one side and bridging MOOC issues on the other side. The research was done on the Austrian iMooX xMOOC platform. We followed the prototyping and case studies research methodology to carry out the research questions of this dissertation. The main contributions incorporate designing a general learning analytics framework, learning analytics prototype, records of students' behavior in nearly every MOOC's variables (discussion forums, interactions in videos, self-assessment quizzes, login frequency), a cluster of student engagement...