Ian Frank

Ian Frank, Kanata Kawanishi

Search algorithms are a foundational topic in artificial intelligence education, yet even simple domains can generate large state spaces that challenge learners' ability to form accurate mental models. This paper presents an interactive learning system that demonstrates the feasibility of visualising the entire reachable state space of the 8-puzzle (181,440 states), while tightly coupling abstract graph structure with concrete puzzle manipulation. Built using Unity and modern GPU-based rendering techniques, the system enables real-time exploration of global structure, step-by-step execution of search algorithms, and direct comparison of how different strategies traverse the same space. We describe the system's design, visualisation layouts, and educational use, reporting findings from an initial classroom deployment and pilot study with students at different levels of university education. Overall, the results indicate that full state-space visualisation is both technically feasible and educationally valuable for supporting conceptual understanding of search behaviour within this canonical problem domain.

Shusuke Takayama, Ian Frank

We compare the effectiveness of zero-shot Chain-of-Thought (CoT) prompting in Japanese and English using ChatGPT-3.5 and 4o-mini. The technique of zero-shot CoT, which involves appending a phrase such as "Let's think step by step" to a prompt to encourage reasoning before answering, has been shown to offer LLM performance improvements in mathematical and reasoning tasks, particularly in English. We investigate how these effects transfer to Japanese using the Japanese Multi-task Language Understanding Benchmark (JMMLU) and the Multi-task Language Understanding Benchmark (MMLU). Our results show that while zero-shot CoT prompting can lead to notable performance gains for some prompt categories in GPT-3.5, its impact in GPT-4o-mini is associated with significant performance declines. However, for Japanese prompts there remain certain categories, such as college mathematics and abstract algebra, that still exhibit improvements, despite the broader trend of diminishing effectiveness in more advanced models.