Bita Akram

Rose Niousha, Samantha Boatright Smith, Bita Akram et al.

Current Artificial Intelligence (AI)-based tutoring systems (AI tutors) are primarily evaluated based on the pedagogical quality of their feedback messages. While important, pedagogy alone is insufficient because it ignores a critical question: what do students actually do with the feedback they receive? We argue that AI tutor evaluation should be extended with a behavioral dimension grounded in student interaction data, which complements pedagogical assessment. We propose an evaluation framework and apply it to 10,235 code submissions with corresponding AI tutor feedback from an introductory undergraduate programming course to measure whether students act on tutor feedback and whether those actions are applied correctly. Using this framework to compare two deployed AI tutors across different semesters in a large-scale introductory computer science course reveals substantial differences in student engagement patterns that are not captured by pedagogy-only evaluation. Moreover, these engagement-based behavioral signals are more strongly associated with student perception of helpful feedback than pedagogical quality alone, providing a more complete and actionable picture of AI tutor performance.

Ali Mohammadiasl, Bita Akram, Seyyedali Hosseinalipour et al.

Social learning networks (SLNs) are graphical representations that capture student interactions within educational settings (e.g., a classroom), with nodes representing students and edges denoting interactions. Accurately predicting future interactions in these networks (i.e., link prediction) is crucial for enabling effective collaborative learning, supporting timely instructional interventions, and informing the design of effective group-based learning activities. However, traditional link prediction approaches are typically tuned to general online social networks (OSNs), often overlooking the complex, non-Euclidean, and dynamically evolving structure of SLNs, thus limiting their effectiveness in educational settings. In this work, we propose a graph neural network (GNN) framework that jointly considers the temporal evolution within classrooms and spatial aggregation across classrooms to perform link prediction in SLNs. Specifically, we analyze link prediction performance of GNNs over the SLNs of four distinct classrooms across their (i) temporal evolutions (varying time instances), (ii) spatial aggregations (joint SLN analysis), and (iii) varying spatial aggregations at varying temporal evolutions throughout the course. Our results indicate statistically significant performance improvements in the prediction of future links as the courses progress temporally. Aggregating SLNs from multiple classrooms generally enhances model performance as well, especially in sparser datasets. Moreover, we find that jointly leveraging both the temporal evolution and spatial aggregation of SLNs significantly outperforms conventional baseline approaches that analyze classrooms in isolation. Our findings demonstrate the efficacy of educationally meaningful link predictions, with direct implications for early-course decision-making and scalable learning analytics in and across classroom settings.

Griffin Pitts, Kimia Fazeli, Tirth Bhatt et al.

As AI becomes more common in students' everyday experiences, a major challenge for K-12 AI education is designing learning experiences that can be meaningfully integrated into existing subject-area instruction. This paper presents the design and implementation of an AI4K12-aligned curriculum that embeds AI learning goals within a rural middle school science classroom using Breadth-First Search (BFS) as an accessible entry point to AI problem-solving. Through unplugged activities and an interactive simulation environment, students learned BFS as a strategy for exploring networks and identifying shortest paths, then applied it to science contexts involving virus spread and contact tracing. To examine engagement and learning, we analyzed pre- and post-assessments, student work artifacts, and a teacher interview. Results suggest that students engaged productively with the curriculum, improved their understanding of BFS and AI problem-solving, and benefited from learning these ideas within ongoing science instruction. Teacher feedback further indicated that the module fit well within the science curriculum while supporting intended science learning outcomes. We conclude with curriculum and design considerations for broadening access to learning about problem-solving with AI in education.

Tsvetomila Mihaylova, Evanfiya Logacheva, Arto Hellas et al.

When programming students encounter errors in their code, compiler messages or static analysis output often provide limited guidance, particularly for novice programmers. Personalized feedback from instructors can be effective but does not scale well. Recent advances in large language models (LLMs) enable automated feedback generation at scale. This study examines whether LLM-generated feedback with different levels of guidance is associated with differences in students' problem-solving behavior. We analyze effects on time to solution and number of attempts, and examine whether these effects differ by programming experience. We design three feedback types and compare them to a baseline in which students receive only compiler error messages. Results from an online programming course show that LLM-generated feedback is associated with faster time to solution compared to the no-feedback baseline, with less guided feedback showing slightly stronger effects. Overall, the findings suggest that feedback structure plays an important role in how students progress toward correct solutions and motivate further work on adaptive feedback designs and longer-term learning outcomes.

Mragisha Jain, Tirth Bhatt, Griffin Pitts et al.

Students learning algorithms often need support as they interpret traces, debug reasoning errors, and apply procedures across unfamiliar problem instances. In this paper, we present KITE (Knowledge-Informed Tutoring Engine), a Retrieval-Augmented Generation (RAG)-based intelligent tutoring system designed to serve as a classroom teaching assistant for algorithmic reasoning and problem-solving tasks. KITE uses an intent-aware Socratic response strategy to tailor support to different student needs, responding with targeted hints, guiding questions, and progressive scaffolding intended to strengthen students' algorithmic problem-solving ability. To keep responses aligned with course content, KITE uses a multimodal RAG pipeline that retrieves relevant information from course materials. We evaluate KITE using three forms of assessment: RAGAs-based metrics for response grounding and quality, expert evaluation of pedagogical quality, and a simulated student pipeline in which a weaker language model interacts with KITE across two-turn dialogues and produces revised answers after receiving feedback. Results indicate that KITE produces contextually grounded and pedagogically appropriate responses. Further, using simulated students, KITE's feedback helped the student models produce more accurate follow-up responses on procedural and tracing questions, suggesting that its scaffolding can support algorithmic problem-solving. This work contributes a tutoring architecture and an evaluation approach for assessing retrieval-grounded explanations and scaffolded problem-solving feedback.

Griffin Pitts, Muntasir Hoq, Peter Brusilovsky et al.

Adaptive programming practice often relies on fixed libraries of worked examples and practice problems, which require substantial authoring effort and may not correspond well to the logical errors and partial solutions students produce while writing code. As a result, students may receive learning content that does not directly address the concepts they are working to understand, while instructors must either invest additional effort in expanding content libraries or accept a coarse level of personalization. We present an approach for knowledge-component (KC) guided educational content generation using pattern-based KCs extracted from student code. Given a problem statement and student submissions, our pipeline extracts recurring structural KC patterns from students' code through AST-based analysis and uses them to condition a generative model. In this study, we apply this approach to worked example generation, and compare baseline and KC-conditioned outputs through expert evaluation. Results suggest that KC-conditioned generation improves topical focus and relevance to learners' underlying logical errors, providing evidence that KC-based steering of generative models can support personalized learning at scale.

Maryam Ebrahimi, Rajeev Sahay, Seyyedali Hosseinalipour et al.

Research has increasingly explored the application of artificial intelligence (AI) and machine learning (ML) within the mental health domain to enhance both patient care and healthcare provider efficiency. Given that mental health challenges frequently emerge during early adolescence -- the critical years of high school and college -- investigating AI/ML-driven mental health solutions within the education domain is of paramount importance. Nevertheless, conventional AI/ML techniques follow a centralized model training architecture, which poses privacy risks due to the need for transferring students' sensitive data from institutions, universities, and clinics to central servers. Federated learning (FL) has emerged as a solution to address these risks by enabling distributed model training while maintaining data privacy. Despite its potential, research on applying FL to analyze students' mental health remains limited. In this paper, we aim to address this limitation by proposing a roadmap for integrating FL into mental health data analysis within educational settings. We begin by providing an overview of mental health issues among students and reviewing existing studies where ML has been applied to address these challenges. Next, we examine broader applications of FL in the mental health domain to emphasize the lack of focus on educational contexts. Finally, we propose promising research directions focused on using FL to address mental health issues in the education sector, which entails discussing the synergies between the proposed directions with broader human-centered domains. By categorizing the proposed research directions into short- and long-term strategies and highlighting the unique challenges at each stage, we aim to encourage the development of privacy-conscious AI/ML-driven mental health solutions.

Muntasir Hoq, Griffin Pitts, Andrew Lan et al.

Effective personalized learning in computer science education depends on accurately modeling what students know and what they need to learn. While Knowledge Components (KCs) provide a foundation for such modeling, automated KC extraction from student code is inherently challenging due to insufficient explainability of discovered KCs and the open-endedness of programming problems with significant structural variability across student solutions and complex interactions among programming concepts. In this work, we propose a novel, explainable framework for automated KC discovery through pattern-based KCs: recurring structural patterns within student code that capture the specific programming patterns and language constructs that students must master. Toward this, we train a Variational Autoencoder to generate important representative patterns from student code guided by an explainable, attention-based code representation model that identifies important correct and incorrect pattern implementations from student code. These patterns are then clustered to form pattern-based KCs. We evaluate our KCs using two well-established methods informed by Cognitive Science: learning curve analysis and Deep Knowledge Tracing (DKT). Experimental results demonstrate meaningful learning trajectories and significant improvements in DKT predictive performance over traditional KT methods. This work advances knowledge modeling in CS education by providing an automated, scalable, and explainable framework for identifying granular code patterns and algorithmic constructs, essential for student learning.

Griffin Pitts, Aum Pandya, Darsh Rank et al.

A significant portion of student programming submissions in CS1 learning environments are uncompilable, limiting their use in student modeling and downstream knowledge tracing. Traditional modeling pipelines often exclude these cases, discarding observations of student learning. This study investigates automated program repair as a strategy to recover uncompilable code while preserving students' structural intent for use in student modeling. Within this framework, we assess large language models (LLMs) as repair agents, including GPT-5 (OpenAI), Claude 3.5 Haiku (Anthropic), and Gemini 2.5 Flash (Google), under high- and low-context prompting conditions. Repairs were evaluated for compilability, edit distance, and preservation of students' original structure and logic. We find that while all three LLMs are capable of producing compilable repairs, their behavior diverges in how well they preserve students' control flow and code structure, which affects their pedagogical utility. By recovering uncompilable submissions, this work enables richer and more comprehensive analyses of learners' coding processes and development over time.

Kasra Borazjani, Naji Khosravan, Rajeev Sahay et al.

Multi-modal multi-task (M3T) foundation models (FMs) have recently shown transformative potential in artificial intelligence, with emerging applications in education. However, their deployment in real-world educational settings is hindered by privacy regulations, data silos, and limited domain-specific data availability. We introduce M3T Federated Foundation Models (FedFMs) for education: a paradigm that integrates federated learning (FL) with M3T FMs to enable collaborative, privacy-preserving training across decentralized institutions while accommodating diverse modalities and tasks. Subsequently, this position paper aims to unveil M3T FedFMs as a promising yet underexplored approach to the education community, explore its potentials, and reveal its related future research directions. We outline how M3T FedFMs can advance three critical pillars of next-generation intelligent education systems: (i) privacy preservation, by keeping sensitive multi-modal student and institutional data local; (ii) personalization, through modular architectures enabling tailored models for students, instructors, and institutions; and (iii) equity and inclusivity, by facilitating participation from underrepresented and resource-constrained entities. We finally identify various open research challenges, including studying of (i) inter-institution heterogeneous privacy regulations, (ii) the non-uniformity of data modalities' characteristics, (iii) the unlearning approaches for M3T FedFMs, (iv) the continual learning frameworks for M3T FedFMs, and (v) M3T FedFM model interpretability, which must be collectively addressed for practical deployment.

Muntasir Hoq, Ananya Rao, Reisha Jaishankar et al.

In Computer Science (CS) education, understanding factors contributing to students' programming difficulties is crucial for effective learning support. By identifying specific issues students face, educators can provide targeted assistance to help them overcome obstacles and improve learning outcomes. While identifying sources of struggle, such as misconceptions, in real-time can be challenging in current educational practices, analyzing logical errors in students' code can offer valuable insights. This paper presents a scalable framework for automatically detecting logical errors in students' programming solutions. Our framework is based on an explainable Abstract Syntax Tree (AST) embedding model, the Subtree-based Attention Neural Network (SANN), that identifies the structural components of programs containing logical errors. We conducted a series of experiments to evaluate its effectiveness, and the results suggest that our framework can accurately capture students' logical errors and, more importantly, provide us with deeper insights into their learning processes, offering a valuable tool for enhancing programming education.

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.