Gen Li

Gen Li, Yuling Yan

Score-based generative models (SGMs) have revolutionized the field of generative modeling, achieving unprecedented success in generating realistic and diverse content. Despite empirical advances, the theoretical basis for why optimizing the evidence lower bound (ELBO) on the log-likelihood is effective for training diffusion generative models, such as DDPMs, remains largely unexplored. In this paper, we address this question by establishing a density formula for a continuous-time diffusion process, which can be viewed as the continuous-time limit of the forward process in an SGM. This formula reveals the connection between the target density and the score function associated with each step of the forward process. Building on this, we demonstrate that the minimizer of the optimization objective for training DDPMs nearly coincides with that of the true objective, providing a theoretical foundation for optimizing DDPMs using the ELBO. Furthermore, we offer new insights into the role of score-matching regularization in training GANs, the use of ELBO in diffusion classifiers, and the recently proposed diffusion loss.

Boxuan Ma, Huiyong Li, Gen Li et al.

Generative AI tools such as ChatGPT now provide novice programmers with unprecedented access to instant, personalized support. While this holds clear promise, their influence on students' metacognitive processes remains underexplored. Existing work has largely focused on correctness and usability, with limited attention to whether and how students' use of AI assistants supports or bypasses key metacognitive processes. This study addresses that gap by analyzing student-AI interactions through a metacognitive lens in university-level programming courses. We examined more than 10,000 dialogue logs collected over three years, complemented by surveys of students and educators. Our analysis focused on how prompts and responses aligned with metacognitive phases and strategies. Synthesizing these findings across data sources, we distill design considerations for AI-powered coding assistants that aim to support rather than supplant metacognitive engagement. Our findings provide guidance for developing educational AI tools that strengthen students' learning processes in programming education.