Kaushal Kumar Maurya

Bashar Alhafni, Sowmya Vajjala, Stefano Bannò et al.

The role of large language models (LLMs) in education is an increasing area of interest today, considering the new opportunities they offer for teaching, learning, and assessment. This cutting-edge tutorial provides an overview of the educational applications of NLP and the impact that the recent advances in LLMs have had on this field. We will discuss the key challenges and opportunities presented by LLMs, grounding them in the context of four major educational applications: reading, writing, and speaking skills, and intelligent tutoring systems (ITS). This COLING 2025 tutorial is designed for researchers and practitioners interested in the educational applications of NLP and the role LLMs have to play in this area. It is the first of its kind to address this timely topic.

Kaushal Kumar Maurya, Maunendra Sankar Desarkar

Recently, the NLP community has witnessed a rapid advancement in multilingual and cross-lingual transfer research where the supervision is transferred from high-resource languages (HRLs) to low-resource languages (LRLs). However, the cross-lingual transfer is not uniform across languages, particularly in the zero-shot setting. Towards this goal, one promising research direction is to learn shareable structures across multiple tasks with limited annotated data. The downstream multilingual applications may benefit from such a learning setup as most of the languages across the globe are low-resource and share some structures with other languages. In this paper, we propose a novel meta-learning framework (called Meta-X$_{NLG}$) to learn shareable structures from typologically diverse languages based on meta-learning and language clustering. This is a step towards uniform cross-lingual transfer for unseen languages. We first cluster the languages based on language representations and identify the centroid language of each cluster. Then, a meta-learning algorithm is trained with all centroid languages and evaluated on the other languages in the zero-shot setting. We demonstrate the effectiveness of this modeling on two NLG tasks (Abstractive Text Summarization and Question Generation), 5 popular datasets and 30 typologically diverse languages. Consistent improvements over strong baselines demonstrate the efficacy of the proposed framework. The careful design of the model makes this end-to-end NLG setup less vulnerable to the accidental translation problem, which is a prominent concern in zero-shot cross-lingual NLG tasks.

Kaushal Kumar Maurya, Maunendra Sankar Desarkar, Manish Gupta et al.

Query auto-completion (QAC) aims to suggest plausible completions for a given query prefix. Traditionally, QAC systems have leveraged tries curated from historical query logs to suggest most popular completions. In this context, there are two specific scenarios that are difficult to handle for any QAC system: short prefixes (which are inherently ambiguous) and unseen prefixes. Recently, personalized Natural Language Generation (NLG) models have been proposed to leverage previous session queries as context for addressing these two challenges. However, such NLG models suffer from two drawbacks: (1) some of the previous session queries could be noisy and irrelevant to the user intent for the current prefix, and (2) NLG models cannot directly incorporate historical query popularity. This motivates us to propose a novel NLG model for QAC, Trie-NLG, which jointly leverages popularity signals from trie and personalization signals from previous session queries. We train the Trie-NLG model by augmenting the prefix with rich context comprising of recent session queries and top trie completions. This simple modeling approach overcomes the limitations of trie-based and NLG-based approaches and leads to state-of-the-art performance. We evaluate the Trie-NLG model using two large QAC datasets. On average, our model achieves huge ~57% and ~14% boost in MRR over the popular trie-based lookup and the strong BART-based baseline methods, respectively. We make our code publicly available.

Kaushal Kumar Maurya, KV Aditya Srivatsa, Ekaterina Kochmar

Large language models (LLMs) have been widely adopted due to their remarkable performance across various applications, driving the accelerated development of a large number of diverse models. However, these individual LLMs show limitations in generalization and performance on complex tasks due to inherent training biases, model size constraints, and the quality or diversity of pre-training datasets. A promising direction is to efficiently harness the diverse capabilities of LLMs to overcome these individual limitations. To address these limitations, we introduce a novel LLM selection algorithm called SelectLLM, which efficiently directs input queries to the most suitable subset of LLMs from a large pool, ensuring that the selected models collectively provide accurate responses. SelectLLM employs a multi-label classifier and policy based on the classifier's predictions and confidence scores in selecting an optimal, query-aware, and lightweight subset of LLMs. Our findings indicate that the proposed model outperforms existing ensemble-based baselines and achieves competitive performance with similarly sized top-performing LLMs while maintaining efficiency. Specifically, it achieves a huge reduction in inference latency on two challenging reasoning benchmarks: 13\% on GSM8K and 70\% on MMLU, compared to the top-performing baseline. Also, we establish a theoretical upper bound by an Oracle with LLMs and perform an in-depth linguistic analysis to understand the performance gap between the Oracle and SelectLLM.

Numaan Naeem, Kaushal Kumar Maurya, Kseniia Petukhova et al.

We present AITutor-EvalKit, an application that uses language technology to evaluate the pedagogical quality of AI tutors, provides software for demonstration and evaluation, as well as model inspection and data visualization. This tool is aimed at education stakeholders as well as *ACL community at large, as it supports learning and can also be used to collect user feedback and annotations.

KV Aditya Srivatsa, Kaushal Kumar Maurya, Ekaterina Kochmar

With the rapid development of LLMs, it is natural to ask how to harness their capabilities efficiently. In this paper, we explore whether it is feasible to direct each input query to a single most suitable LLM. To this end, we propose LLM routing for challenging reasoning tasks. Our extensive experiments suggest that such routing shows promise but is not feasible in all scenarios, so more robust approaches should be investigated to fill this gap.

Kaushal Kumar Maurya, KV Aditya Srivatsa, Kseniia Petukhova et al.

In this paper, we investigate whether current state-of-the-art large language models (LLMs) are effective as AI tutors and whether they demonstrate pedagogical abilities necessary for good AI tutoring in educational dialogues. Previous efforts towards evaluation have been limited to subjective protocols and benchmarks. To bridge this gap, we propose a unified evaluation taxonomy with eight pedagogical dimensions based on key learning sciences principles, which is designed to assess the pedagogical value of LLM-powered AI tutor responses grounded in student mistakes or confusions in the mathematical domain. We release MRBench - a new evaluation benchmark containing 192 conversations and 1,596 responses from seven state-of-the-art LLM-based and human tutors, providing gold annotations for eight pedagogical dimensions. We assess reliability of the popular Prometheus2 and Llama-3.1-8B LLMs as evaluators and analyze each tutor's pedagogical abilities, highlighting which LLMs are good tutors and which ones are more suitable as question-answering systems. We believe that the presented taxonomy, benchmark, and human-annotated labels will streamline the evaluation process and help track the progress in AI tutors' development.

Ekaterina Kochmar, Kaushal Kumar Maurya, Kseniia Petukhova et al.

This shared task has aimed to assess pedagogical abilities of AI tutors powered by large language models (LLMs), focusing on evaluating the quality of tutor responses aimed at student's mistake remediation within educational dialogues. The task consisted of five tracks designed to automatically evaluate the AI tutor's performance across key dimensions of mistake identification, precise location of the mistake, providing guidance, and feedback actionability, grounded in learning science principles that define good and effective tutor responses, as well as the track focusing on detection of the tutor identity. The task attracted over 50 international teams across all tracks. The submitted models were evaluated against gold-standard human annotations, and the results, while promising, show that there is still significant room for improvement in this domain: the best results for the four pedagogical ability assessment tracks range between macro F1 scores of 58.34 (for providing guidance) and 71.81 (for mistake identification) on three-class problems, with the best F1 score in the tutor identification track reaching 96.98 on a 9-class task. In this paper, we overview the main findings of the shared task, discuss the approaches taken by the teams, and analyze their performance. All resources associated with this task are made publicly available to support future research in this critical domain.

Junior Cedric Tonga, KV Aditya Srivatsa, Kaushal Kumar Maurya et al.

Large language models (LLMs) have demonstrated the ability to generate formative feedback and instructional hints in English, making them increasingly relevant for AI-assisted education. However, their ability to provide effective instructional support across different languages, especially for mathematically grounded reasoning tasks, remains largely unexamined. In this work, we present the first large-scale simulation of multilingual tutor-student interactions using LLMs. A stronger model plays the role of the tutor, generating feedback in the form of hints, while a weaker model simulates the student. We explore 352 experimental settings across 11 typologically diverse languages, four state-of-the-art LLMs, and multiple prompting strategies to assess whether language-specific feedback leads to measurable learning gains. Our study examines how student input language, teacher feedback language, model choice, and language resource level jointly influence performance. Results show that multilingual hints can significantly improve learning outcomes, particularly in low-resource languages when feedback is aligned with the student's native language. These findings offer practical insights for developing multilingual, LLM-based educational tools that are both effective and inclusive.

Sowmya Vajjala, Bashar Alhafni, Stefano Bannò et al.

Interest in the role of large language models (LLMs) in education is increasing, considering the new opportunities they offer for teaching, learning, and assessment. In this paper, we examine the impact of LLMs on educational NLP in the context of two main application scenarios: {\em assistance} and {\em assessment}, grounding them along the four dimensions -- reading, writing, speaking, and tutoring. We then present the new directions enabled by LLMs, and the key challenges to address. We envision that this holistic overview would be useful for NLP researchers and practitioners interested in exploring the role of LLMs in developing language-focused and NLP-enabled educational applications of the future.

Kaushal Kumar Maurya, Ekaterina Kochmar

The interdisciplinary research domain of Artificial Intelligence in Education (AIED) has a long history of developing Intelligent Tutoring Systems (ITSs) by integrating insights from technological advancements, educational theories, and cognitive psychology. The remarkable success of generative AI (GenAI) models has accelerated the development of large language model (LLM)-powered ITSs, which have potential to imitate human-like, pedagogically rich, and cognitively demanding tutoring. However, the progress and impact of these systems remain largely untraceable due to the absence of reliable, universally accepted, and pedagogy-driven evaluation frameworks and benchmarks. Most existing educational dialogue-based ITS evaluations rely on subjective protocols and non-standardized benchmarks, leading to inconsistencies and limited generalizability. In this work, we take a step back from mainstream ITS development and provide comprehensive state-of-the-art evaluation practices, highlighting associated challenges through real-world case studies from careful and caring AIED research. Finally, building on insights from previous interdisciplinary AIED research, we propose three practical, feasible, and theoretically grounded research directions, rooted in learning science principles and aimed at establishing fair, unified, and scalable evaluation methodologies for ITSs.

KV Aditya Srivatsa, Kaushal Kumar Maurya, Ekaterina Kochmar

Large language models (LLMs) demonstrate remarkable performance on math word problems, yet they have been shown to struggle with meta-reasoning tasks such as identifying errors in student solutions. In this work, we investigate the challenge of locating the first error step in stepwise solutions using two error reasoning datasets: VtG and PRM800K. Our experiments show that state-of-the-art LLMs struggle to locate the first error step in student solutions even when given access to the reference solution. To that end, we propose an approach that generates an intermediate corrected student solution, aligning more closely with the original student's solution, which helps improve performance.

KV Aditya Srivatsa, Kaushal Kumar Maurya, Ekaterina Kochmar

Large Language Models (LLMs) are increasingly used as proxy students in the development of Intelligent Tutoring Systems (ITSs) and in piloting test questions. However, to what extent these proxy students accurately emulate the behavior and characteristics of real students remains an open question. To investigate this, we collected a dataset of 489 items from the National Assessment of Educational Progress (NAEP), covering mathematics and reading comprehension in grades 4, 8, and 12. We then apply an Item Response Theory (IRT) model to position 11 diverse and state-of-the-art LLMs on the same ability scale as real student populations. Our findings reveal that, without guidance, strong general-purpose models consistently outperform the average student at every grade, while weaker or domain-mismatched models may align incidentally. Using grade-enforcement prompts changes models' performance, but whether they align with the average grade-level student remains highly model- and prompt-specific: no evaluated model-prompt pair fits the bill across subjects and grades, underscoring the need for new training and evaluation strategies. We conclude by providing guidelines for the selection of viable proxies based on our findings.

Kaushal Kumar Maurya, Rahul Kejriwal, Maunendra Sankar Desarkar et al.

We address the task of machine translation (MT) from extremely low-resource language (ELRL) to English by leveraging cross-lingual transfer from 'closely-related' high-resource language (HRL). The development of an MT system for ELRL is challenging because these languages typically lack parallel corpora and monolingual corpora, and their representations are absent from large multilingual language models. Many ELRLs share lexical similarities with some HRLs, which presents a novel modeling opportunity. However, existing subword-based neural MT models do not explicitly harness this lexical similarity, as they only implicitly align HRL and ELRL latent embedding space. To overcome this limitation, we propose a novel, CharSpan, approach based on 'character-span noise augmentation' into the training data of HRL. This serves as a regularization technique, making the model more robust to 'lexical divergences' between the HRL and ELRL, thus facilitating effective cross-lingual transfer. Our method significantly outperformed strong baselines in zero-shot settings on closely related HRL and ELRL pairs from three diverse language families, emerging as the state-of-the-art model for ELRLs.

Kaushal Kumar Maurya, Maunendra Sankar Desarkar, Yoshinobu Kano et al.

Despite the recent advancement in NLP research, cross-lingual transfer for natural language generation is relatively understudied. In this work, we transfer supervision from high resource language (HRL) to multiple low-resource languages (LRLs) for natural language generation (NLG). We consider four NLG tasks (text summarization, question generation, news headline generation, and distractor generation) and three syntactically diverse languages, i.e., English, Hindi, and Japanese. We propose an unsupervised cross-lingual language generation framework (called ZmBART) that does not use any parallel or pseudo-parallel/back-translated data. In this framework, we further pre-train mBART sequence-to-sequence denoising auto-encoder model with an auxiliary task using monolingual data of three languages. The objective function of the auxiliary task is close to the target tasks which enriches the multi-lingual latent representation of mBART and provides good initialization for target tasks. Then, this model is fine-tuned with task-specific supervised English data and directly evaluated with low-resource languages in the Zero-shot setting. To overcome catastrophic forgetting and spurious correlation issues, we applied freezing model component and data argumentation approaches respectively. This simple modeling approach gave us promising results.We experimented with few-shot training (with 1000 supervised data points) which boosted the model performance further. We performed several ablations and cross-lingual transferability analyses to demonstrate the robustness of ZmBART.

Chander Shekhar, Bhavya Bagla, Kaushal Kumar Maurya et al.

As the reach of the internet increases, pejorative terms started flooding over social media platforms. This leads to the necessity of identifying hostile content on social media platforms. Identification of hostile contents on low-resource languages like Hindi poses different challenges due to its diverse syntactic structure compared to English. In this paper, we develop a simple ensemble based model on pre-trained mBERT and popular classification algorithms like Artificial Neural Network (ANN) and XGBoost for hostility detection in Hindi posts. We formulated this problem as binary classification (hostile and non-hostile class) and multi-label multi-class classification problem (for more fine-grained hostile classes). We received third overall rank in the competition and weighted F1-scores of ~0.969 and ~0.61 on the binary and multi-label multi-class classification tasks respectively.

Arkadipta De, Venkatesh E, Kaushal Kumar Maurya et al.

Due to the wide adoption of social media platforms like Facebook, Twitter, etc., there is an emerging need of detecting online posts that can go against the community acceptance standards. The hostility detection task has been well explored for resource-rich languages like English, but is unexplored for resource-constrained languages like Hindidue to the unavailability of large suitable data. We view this hostility detection as a multi-label multi-class classification problem. We propose an effective neural network-based technique for hostility detection in Hindi posts. We leverage pre-trained multilingual Bidirectional Encoder Representations of Transformer (mBERT) to obtain the contextual representations of Hindi posts. We have performed extensive experiments including different pre-processing techniques, pre-trained models, neural architectures, hybrid strategies, etc. Our best performing neural classifier model includes One-vs-the-Rest approach where we obtained 92.60%, 81.14%,69.59%, 75.29% and 73.01% F1 scores for hostile, fake, hate, offensive, and defamation labels respectively. The proposed model outperformed the existing baseline models and emerged as the state-of-the-art model for detecting hostility in the Hindi posts.