AI in Education

Momentum

14 papers in the last four weeks, up 27% on the four weeks before. 0.1% of all new papers.

Jul 13Week of Sep 28

Latest papers 172

May 8, 2026cs.CL

Quality-Conditioned Agreement in Automated Short Answer Scoring: Mid-Range Degradation and the Impact of Task-Specific Adaptation

Automated short answer scoring (ASAS) is shifting from discriminative, fine-tuned models to large language models (LLMs) used in few-shot settings. This paradigm leverages LLMs broad world knowledge and ease of deployment, but limited task-specific data may reduce alignment on complex scoring tasks. In particular, its impact on scoring partially correct responses that require nuanced interpretation remains underexplored. We investigate the relationship between the degree of task-specific adaptation of different models and quality-conditioned scoring agreement. We compare three LLMs (GPT-5.2, GPT-4o, Claude Opus 4.5) in few-shot mode, a fine-tuned BERT-based encoder, and a human expert on two open-ended biology items, using several hundred student responses and ground truth scores provided by a biology education expert. The results show that human-human agreement is highest and stable across the full quality spectrum. All AI models perform well on fully correct and fully incorrect responses, but exhibit substantial degradation on mid-range responses. This mid-range degradation is conditioned on task-specific adaptation: It is most severe in few-shot LLMs with few examples and decreases as task-specific data increases, with fine-tuned encoder models performing best. This mid-range degradation may lead to inequitable evaluation of responses produced by students with developing understanding. Our findings highlight the importance of quality-conditioned fairness, with particular attention to mid-range responses.
May 8, 2026cs.CL

NSMQ Riddles: A Benchmark of Scientific and Mathematical Riddles for Quizzing Large Language Models

Large Language Models (LLMs) have shown good performance on various science educational benchmarks, demonstrating their potential for use in science and mathematics education. Yet, LLMs tend to be evaluated on science and mathematical educational datasets from the Western world, with an underrepresentation of datasets from the Global South. Furthermore, they tend to have multiple-choice answer options that are trivial to evaluate. In this work, we present NSMQ Riddles, a novel benchmark of Scientific and Mathematical Riddles from Ghana's National Science and Maths Quiz (NSMQ) competition to evaluate LLMs. The NSMQ is an annual live TV competition for senior secondary school students in Ghana that brings together the smartest high school students in Ghana who compete in teams of 2 by answering questions in biology, chemistry, physics, and math over five rounds and five stages until a winning team is crowned for that year. NSMQ Riddles consists of 11 years of riddle questions (n=1.8K) from the 5th round, with each riddle containing a minimum of 3 clues. Students compete to be the first to guess the answer on any of the clues, with earlier clues being vague and also fetching more points. The answers are usually a number, word, or short phrase, allowing for automatic evaluation. We evaluated state-of-the-art models: closed (GPT-5.4, Gemini 3.1 Pro, Claude Opus 4.6) and open models (Kimi-K2.5, DeepSeek-V3.1, GPT-OSS-120B) with high and low reasoning settings. Our evaluation shows that the dataset is challenging even for state-of-the-art LLMs, which performed worse than the best student contestants. This work contributes a novel and challenging benchmark for scientific and mathematical reasoning from the Global South towards enabling a true global benchmarking of LLMs' capabilities for science and mathematics education.
May 7, 2026cs.CL

Cognitive Agent Compilation for Explicit Problem Solver Modeling

Large language models (LLMs) are widely used for tutoring, feedback generation, and content creation, but their broad pretraining makes them hard to constrain and poor substitutes for controllable learners. Educational systems often require inspectable and editable knowledge states: educators want to know what a system assumes the learner knows, and learners benefit when the system can justify actions in terms of explicit skills, misconceptions, and strategies. Inspired by cognitive architectures, we propose Cognitive Agent Compilation (CAC), a framework that uses a strong teacher LLM to compile problem-solving knowledge into an explicit target agent. CAC separates (i) knowledge representation, (ii) problem-solving policy, and (iii) verification and update rules, with the goal of making bounded problem solving more inspectable and editable in educational settings. We present an early proof of concept implemented with Small Language Models that surfaces key design trade-offs, particularly between explicit control and scalable generalization, and positions CAC as an initial step toward bounded-knowledge AI for educational applications.
May 7, 2026cs.HC

From Surface Learning to Deep Understanding: A Grounded AI Tutoring System for Moodle

This demo paper describes the development of the AI Teaching & Learning Assistant, a modular Moodle plugin that leverages Retrieval-Augmented Generation (RAG) to deliver high-quality, hallucination-free education. The system employs a dual-centric design, providing students with interactive, Socratic-based tutoring and educators with a "human-in-the-loop" workspace for supervised content generation. By grounding Large Language Model (LLM) responses in teacher-provided materials, the assistant addresses the risks of misinformation while encouraging deep conceptual mastery. Evaluation via the Ragas (LLM-as-a-Judge) framework and a preliminary user study confirms its effectiveness, achieving faithfulness scores up to 0.97 and a 4.00/5.00 recommendation rate.
May 6, 2026cs.CY

The Pedagogy of AI Mistakes: Fostering Higher-Order Thinking

As generative AI becomes increasingly integrated into higher education, its frequent errors and hallucinations, often seen as limitations, offer a unique pedagogical opportunity. By framing AI as a ``learning companion'' whose imperfect outputs prompt analysis, evaluation, and reflection, we argue that instructors can engage students in the fundamental processes of higher-order thinking. This paper presents a design-oriented study in which an AI-integrated syllabus in a \textit{database design} course deliberately leverages AI's limitations to foster critical thinking and higher-order cognitive skills aligned with Bloom's taxonomy of learning. Using a mixed-methods approach, we examine how structured interaction with AI-generated errors supports metacognitive engagement, reinforces disciplinary rigor, and relates to students' perceived AI literacy and subject-matter competency.
May 6, 2026cs.LG

Human-AI Co-Mentorship in Project-Based Learning: A Case Study in Financial Forecasting

This paper reflects on a AI research project carried out by a team of high-school and early-undergraduate students under the mentorship of graduate researchers and ably assisted by AI tools. We share our experience in not only on the learning experience for the high school students, but also on how AI tools accelerated the process that enabled the high school students to focus on higher order problem formulation and solution. Although the participants entered the project with limited background in both AI and finance, they showed strong enthusiasm for technical market analysis and ETF price prediction. Traditional learning settings would first teach the necessary methods in a classroom setting and only later let students apply them. In contrast, our project emphasized workflow design: students identified the sequence of steps needed to address the problem and then used AI-driven tools to execute each step. We note that the high school students developed the necessary code through iterating with the AI tools, and we used our daily stand-ups to debug and answer conceptual questions. Each of the student was able to dig deeper into their area of interest whether computer science or finance, while collaboratively making a significant advance over the summer of 2025. This project was an important pedagogical exercise on how AI tools can be used for mentoring high school students, allowing them to focus on their specific interests and using the daily stand-ups to focus on problem definition and conceptual understanding. Despite their limited technical qualifications, the students were able to leverage AI tools to build meaningful models with real-world application.
May 6, 2026cs.CY

AI SciBrief as a Gateway to Research: A Framework for Onboarding Students into New Research Areas

Students at all levels of higher education face a significant barrier in the form of information overload, which often paralyzes the initial stages of the research process and suppresses motivation. In response, this article introduces a pedagogical framework that leverages AI SciBrief, a platform powered by a Large Language Model (LLM) designed to automatically generate digests of scientific trends. We describe how this multidisciplinary tool - with initial coverage in finance, medicine, and education - can be integrated into the curriculum to overcome this "entry barrier." The framework provides concrete methodologies for utilizing these digests to facilitate topic selection for term papers, accelerate literature reviews for dissertations, and enable postgraduate students to continuously monitor emerging trends. We conclude that AI SciBrief functions as a "gateway to research" effectively reducing students' cognitive load and empowering them to transition more rapidly from information searching to knowledge creation.
May 6, 2026cs.LG

Cognitive Twins: Investigating Personalized Thinking Model Building and Its Performance Enhancement with Human-in-the-Loop

This paper presents the Personalized Thinking Model (PTM), a hierarchical and interpretable learner representation designed for AI supported education. PTM organizes evidence from learner journals into a five-layer structure covering behavioral instances, behavioral patterns, cognitive routines, metacognitive tendencies, and self-system values. PTM is grounded in Marzano's New Taxonomy of Educational Objectives and tries to clone learner's thinking model and build cognitive twin. It was constructed using a pipeline that combines large language model inference (Gemini 2.5 Pro), sentence embeddings, dimensionality reduction, and consensus clustering. This paper evaluates PTM fidelity through three methods applied to 40 participants in a seven-week study. First, automatic evaluation using atomic information point matching yielded an overall F1 score of 74.57% before human-in-the-loop (HITL) refinement and 75.48% after refinement. Second, user evaluation using a Likert scale produced mean ratings of 4.26 and 4.30 on a five-point scale for pre and post-HITL conditions respectively. Third, semantic alignment verification showed that topic coherence increased from 0.436 at the behavioral layer to 0.626 at the core value layer, while lexical overlap with journal vocabulary decreased from 0.114 to 0.007 across those same layers. These results suggest that the PTM produces outputs with acceptable fidelity, was generally perceived by users as reflecting their thinking, and showed a pattern consistent with semantic abstraction across layers.
May 6, 2026cs.CY

Guidelines for Designing AI Technologies to Support Adult Learning

AI-powered educational technologies have demonstrated measurable benefits for learners, but their design and evaluation have largely centered on K-12 contexts. As a result, many AI-supported learning systems remain poorly aligned with the needs, constraints, and goals of adult learners. To better understand how AI systems function in adult education, this paper examines the deployment of several AI learning technologies developed within a multidisciplinary, national research institute in the United States focused on adult learning and online education. Drawing on longitudinal deployment data, we conducted a reflexive thematic analysis to identify recurring challenges and design considerations across systems. These insights were synthesized into a set of 19 design guidelines intended to inform future AI-supported adult learning technologies. We demonstrate the utility of these guidelines through a heuristic evaluation of the deployed systems. Lastly, we present a guideline exploration tool that aids in the ideation of technologies by connecting the guidelines to stakeholder statements surfaced in the analysis process.
May 5, 2026physics.ed-ph

A Dialogue-Based Framework for Correcting Multimodal Errors in AI-Assisted STEM Education

Large Language Models (LLMs) are democratizing access to personalized tutoring; however, their effectiveness is hindered by challenges in processing multimodal content, which limits AI's potential to provide equitable, high-quality STEM support. This study evaluates LLM performance on multimodal physics problems, identifies specific failure modes through an empirical error taxonomy, and tests practical interventions designed to overcome multimodal processing limitations. We assessed three publicly available LLMs (Claude, Gemini, and ChatGPT) on multimodal physics problems from the OpenStax database and compared the results with text-only performance. An empirically derived error taxonomy was developed through pilot testing, followed by evaluation of a structured multimodal dialogue intervention. All three models achieved near-ceiling accuracy (96%) on text-only physics problems. Performance declined substantially on multimodal problems, consistent with what we term the Multimodal Interference Effect. Error analysis identified four failure modes: visual processing errors, context misinterpretation, mathematical computational errors, and hybrid errors, with visual processing errors being the most prevalent. The structured dialogue intervention corrected 82% of errors overall; visual processing errors were corrected at 100% across all models. Educators and students can implement these interventions immediately, requiring no model retraining, to improve AI tutoring reliability on image-rich STEM content, advancing equitable access to high-quality learning support.
May 4, 2026cs.RO

Benchmarking Local Language Models for Social Robots using Edge Devices

Social-educational robots designed for socially interactive pedagogical support, such as the Robot Study Companion (RSC), rely on responsive, privacy-preserving interaction despite severely limited compute. However, there is a gap in systematic benchmarking of language models for edge computing in pedagogical applications. This paper benchmarks 25 open-source language models for local deployment on edge hardware. We evaluate each model across three dimensions: inference efficiency (tokens per second, energy consumption), general knowledge (a six-category MMLU subset), and teaching effectiveness (LLM-rated pedagogical quality), validated against five independent human raters using the Raspberry Pi(RPi)4 as the primary platform, with additional comparisons on the RPi5 and a laptop GPU. Results reveal pronounced trade-offs: throughput and energy efficiency vary by over an order of magnitude across models, MMLU accuracy ranges from near-random to 57.2%, and teaching effectiveness does not correlate monotonically with either metric. Among the evaluated models, Granite4 Tiny Hybrid (7B) achieves a strong overall balance, reaching 2.5 tokens per second, 0.90 tokens per joule, and 54.6% MMLU accuracy; high MMLU accuracy does not appear necessary for strong teaching scores. Human validation on four representative models preserved the automated rank ordering (Pearson r = 0.967, n = 4). Based on these findings, we propose a three-tier local inference architecture for the RSC that balances responsiveness and accuracy on resource-constrained hardware.
May 2, 2026cs.HC

AI Expert Twin: Capturing Expert Cognition for Human-Centred, Practice-Based Learning

Tacit knowledge embedded in expert practice remains difficult to capture, formalise, and scale. While AI-driven educational systems have advanced personalisation, learner modelling, affective support, and self-regulated learning, they less often model the tacit reasoning and context-sensitive judgement that underpin expert practice in practice-based domains. This paper introduces the AI Expert Twin, a cognition-centric framework that models expert knowledge as structured, computable representations of procedural actions, semantic concepts, and decision processes. The framework also considers how value-laden preferences, trade-offs, and uncertainty shape expert judgement in practice. We formalise expert cognition as a three-layer representation and capture knowledge from experts under this model, laying the groundwork for integration into AI-powered educational system. A case study in a cultural heritage workshop demonstrates the feasibility of the approach in a real-world setting. The framework is designed to be transferable across domains such as vocational education and creative industries. By embedding expert heuristics into AI while maintaining transparency and learner agency, the AI Expert Twin offers a novel path towards scalable, practice-based learning and invites further research on ethical, human-centred applications of AI in education.
May 2, 2026cs.CY

AI-Integrated Learning Management System for Middle School: A Longitudinal Study of Learning Outcomes Through High School and Beyond

Middle school is a key window for building core academic skills and the learning routines students carry into later grades, yet many students still fall behind because help is often limited and comes too late, after they have already been stuck for a while. Learning Management Systems (LMSs) are now standard infrastructure for distributing materials, collecting work, assessing students' tasks, and recording grades, but in most deployments they still behave more like workflow tools than instructional supports. The result is the usual bottleneck: students keep practicing through confusion, teachers triage questions, and feedback that could have corrected the misunderstanding arrives after the misconception has already hardened. To address this gap, we propose an AI-integrated LMS for middle school instruction, paired with a longitudinal study design to test whether sustained, bounded AI support changes outcomes through high school and into post-high school pathways. The proposed platform adds policy-gated AI assistance to everyday coursework, delivering formative feedback and hinting, recommending spaced review and adaptive practice based on mastery, and providing teacher-facing dashboards that summarize misconception patterns and flag sustained struggle. Because the platform is intended for minors, the design is privacy-first, using data minimization, role-based access control, age-appropriate response constraints, and auditable logs of AI interactions. Beyond short-term performance, the evaluation plan links fine-grained learning traces (attempts, revisions, help-seeking, and pacing) to institutional outcomes where feasible, so we can separate tool adoption effects from longer-run changes in learning trajectories.
May 1, 2026cs.CY

AI Adoption Among Teachers: Insights on Concerns, Support, Confidence, and Attitudes

The study examines the adoption of artificial intelligence (AI) tools in education by analyzing the roles of institutional support, teacher confidence, and teacher concerns. It aims to determine whether teacher concerns moderate the relationship between institutional support and two outcomes: teacher confidence and attitudes toward AI adoption. The sample included 260 teachers from the Philippines. Composite scores were calculated for institutional support, confidence, concerns, and attitudes. Moderated multiple regression analysis showed that institutional support significantly predicted both teacher confidence and attitudes toward AI. However, teacher concerns did not significantly moderate these relationships. A follow-up mediation analysis tested whether confidence explains the effect of institutional support on attitudes. Results showed full mediation. The indirect effect was significant based on the Sobel test, and the direct effect became non-significant when confidence was included in the model. This shows that institutional support improves teacher attitudes by increasing their confidence. The study recommends that institutions provide structured and ongoing support to strengthen teacher confidence. Professional development, mentoring, and AI integration in teacher education programs can increase readiness and support effective AI adoption.
Apr 30, 2026cs.CL

Sentiment Analysis of AI Adoption in Indonesian Higher Education Using Machine Learning and Transformer-Based Models

This study analyzes Indonesian student opinions on the adoption of artificial intelligence in higher education using two approaches: TF-IDF-based machine learning and Transformer-based deep learning. The dataset consists of 2,295 labeled samples, combining 1,154 student opinions with additional lexical sentiment data. LightGBM, Random Forest, and Support Vector Machine (SVM) are evaluated as machine learning models, while DistilBERT is fine-tuned for binary sentiment classification. The results show that SVM achieves the best performance among the machine learning models with 82.14% test accuracy and F1-score, while DistilBERT performs best overall with 84.78% accuracy and 84.75% F1-score. These findings indicate that Transformer-based models better capture contextual information, although SVM remains a competitive and efficient alternative for sentiment classification.
Apr 30, 2026cs.CY

Exploring the Adoption Intention in Using AI-Enabled Educational Tools Among Preservice Teachers in the Philippines: A Partial-Least Square Modeling

This study examines the factors influencing pre-service teachers' behavioral intention to use AI-enabled educational tools during their practicum, using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) as the theoretical framework. The model includes the core UTAUT2 constructs such as performance expectancy, effort expectancy, hedonic motivation, social influence, facilitating conditions, price value, and habit. It also incorporates additional predictors including computer self-efficacy, computer anxiety, and computer playfulness. Data were collected from 563 pre-service teachers using a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that performance expectancy and hedonic motivation are the strongest predictors of behavioral intention. Computer self-efficacy, computer anxiety, and computer playfulness significantly influenced effort expectancy, although effort expectancy did not directly predict behavioral intention. Performance expectancy was significantly predicted by extrinsic motivation, job fit, relative advantage, and outcome expectations. Constructs such as social influence and facilitating conditions showed limited or inverse effects. These findings suggest that internal motivational, cognitive, and emotional factors are more influential than external or institutional factors in shaping the adoption of AI-enabled tools. The study highlights the importance of promoting personal relevance, confidence, and enjoyment in teacher preparation programs to encourage technology integration.
Apr 29, 2026cs.CY

Addressing the Reality Gap: A Three-Tension Framework for Agentic AI Adoption

Generative AI has rapidly entered education through free consumer tools, outpacing the ability of schools and universities to respond. Now a new wave of more autonomous agentic AI systems--with the capacity to plan and act towards goals--promises both greater educational personalization and greater disruption. This chapter argues that successfully navigating these innovations requires balancing three core tensions: (1) Implementation Feasibility, or the practical capacity to integrate AI sustainably into real classrooms; (2) Adaptation Speed, or the mismatch between fast-evolving AI capabilities and the slower pace of educational change; and (3) Mission Alignment, or the need to ensure AI applications uphold educational values such as equity, privacy, and pedagogical integrity. First, we review early evidence of generative and agentic AI in various sectors and in frontline education to illustrate these tensions in context. Then, we present a three-tension framework to guide decision-makers in evaluating and designing AI initiatives across K-12 and higher education. We provide examples of how the framework can be applied to plan responsible AI deployments, and we identify emerging trends--such as curriculum-linked AI agents and educator-informed AI design--along with open research directions. We conclude the chapter with recommendations for educational leaders to proactively engage with the opportunities and challenges of AI, so that this technology can be harnessed to enhance teaching and learning in the decade ahead.
Apr 29, 2026cs.AI

Unpacking Vibe Coding: Help-Seeking Processes in Student-AI Interactions While Programming

Generative AI is reshaping higher education programming through vibe coding, where students collaborate with AI via natural language rather than writing code line-by-line. We conceptualize this practice as help-seeking, analyzing 19,418 interaction turns from 110 undergraduate students. Using inductive coding and Heterogeneous Transition Network Analysis, we examined interaction sequences to compare top- and low-performing students. Results reveal that top performers engaged in instrumental help-seeking -- inquiry and exploration -- eliciting tutor-like AI responses. In contrast, low performers relied on executive help-seeking, frequently delegating tasks and prompting the AI to assume an executor role focused on ready-made solutions. These findings indicate that currently generative AI mirrors student intent (whether productive or passive) rather than optimizing for learning. To evolve from tools to teammates, AI systems must move beyond passive compliance. We argue for pedagogically aligned design that detect unproductive delegation and adaptively steer educational interactions toward inquiry, ensuring student-AI partnerships augment rather than replace cognitive effort.
Apr 28, 2026cs.HC

Ceci n'est pas une explication: Evaluating Explanation Failures as Explainability Pitfalls in Language Learning Systems

AI-powered language learning tools increasingly provide instant, personalised feedback to millions of learners worldwide. However, this feedback can fail in ways that are difficult for learners--and even teachers--to detect, potentially reinforcing misconceptions and eroding learning outcomes over extended use. We present a portion of L2-Bench, a benchmark for evaluating AI systems in language education that includes (but is not limited to) six critical dimensions of effective feedback: diagnostic accuracy, awareness of appropriacy, causes of error, prioritisation, guidance for improvement, and supporting self-regulation. We analyse how AI systems can fail with respect to these dimensions. These failures, which we argue are conducive to "explainability pitfalls," are AI-generated explanations that appear helpful on the surface but are fundamentally flawed, increasing the risk of attainment, human-AI interaction, and socioaffective harms. We discuss how the specific context of language learning amplifies these risks and outline open questions we believe merit more attention when designing evaluation frameworks specifically. Our analysis aims to expand the community's understanding of both the typology of explainability pitfalls and the contextual dynamics in which they may occur in order to encourage AI developers to better design safe, trustworthy, and effective AI explanations.
Apr 28, 2026cs.AI

The Nonverbal Syntax Framework: An Evidence-Based Tiered System for Inferring Learner States from Observable Behavioral Cues

Understanding learners' cognitive and affective states underpins adaptive educational systems and effective teaching. Although research links nonverbal cues to internal states, no framework calibrates them to evidence. We present the Nonverbal Syntax Framework, drawn from a systematic review of 908 studies and 17,043 cue-state mappings (Turaev et al., 2026). The framework addresses three challenges: terminological fragmentation (behaviors described inconsistently), evidence heterogeneity (single observations to replicated findings), and state ambiguity (similar patterns indicating multiple states). Normalization consolidated 5,537 state labels into 2,010 canonical states (63.7%) and 11,521 cues into 6,434 normalized cues (44.2%) across nine behavioral channels. Dual-evidence assessment separately evaluates Component Evidence (coverage of cues and states) and Relationship Evidence (independent studies per cue-state link). 52% of "Very High" relationships rest on one paper, so separation enables calibrated rather than overconfident inference from preliminary findings. The framework's four levels comprise a Cue Vocabulary of 6,434 indicators classified as observable/instrumental; State Clusters linking 2,010 states to indicative cues; State Profiles with multimodal behavioral signatures and actionable specifications; and Discriminative Analysis distinguishing 1,215 confusable state pairs. We identify 480 actionable R1-R4 relationships (three or more independent papers), the replicated core of six decades of research, covering 35.5% of mappings across 47 key learning states and 111 distinct indicators. The remaining 91.5% (9,653 single-paper findings) form exploratory hypotheses for replication. The framework gives researchers an empirical foundation for identifying gaps, practitioners evidence-based tools for state inference, and technologists validated features for multimodal detection.
Apr 28, 2026cs.AI

SciEval: A Benchmark for Automatic Evaluation of K-12 Science Instructional Materials

The need to evaluate instructional materials for K-12 science education has become increasingly important, as more educators use generative AI to create instructional materials. However, the review of instructional materials is time-consuming, expertise-intensive, and difficult to scale, motivating interest in automated evaluation approaches. While large language models (LLMs) have shown strong performance on general evaluation tasks, their performance and reliability on instructional materials remain unclear. To address this gap, we formulate Automatic Instructional Materials Evaluation (AIME) as a generative AI task that predicts scores and evidence using the rubric designed by the educator. We create a benchmark dataset and develop baseline models for AIME. First, we curate the first AIME dataset, SciEval, consisting of instructional materials annotated with pedagogy-aligned evaluation scores and evidence-based rationales. Expert annotations achieve high inter-rater reliability, resulting in a dataset of 273 lesson-level instructional materials evaluated across 13 criteria (N=3549) using the EQuIP rubric. Second, we test mainstream LLMs (GPT, Gemini, Llama, and Qwen) on SciEval and find that none achieve strong performance. Then we fine-tune Qwen3 on SciEval. Results on a held-out test set show that domain-aligned fine-tuning can achieve up to 11 percent performance gains, highlighting the importance of domain-specific fine-tuning for AIME and facilitating the use of LLMs in other educational tasks.
Apr 28, 2026cs.HC

Co-Writing with AI: An Empirical Study of Diverse Academic Writing Workflows

Despite AI tools becoming increasingly embedded in academic practice, little is known about how university students integrate them into their writing processes. We examine how students engage with AI across different writing tasks, and how this engagement is shaped by individual factors including AI literacy, writing confidence, trust, authorship concerns, and motivation. Study1 surveys 107 UK university students to map task-specific and co-occurring patterns of AI use across five writing stages (ideation, sourcing, planning, drafting, and reviewing) and their associations with individual factors. Study2 complements this by exploring how these patterns can be assembled in practice, through interviews with 12 postgraduates reflecting on their established use of AI in assessed writing. Together, the studies suggest that AI integration is selective and heterogeneous, forming three recurring and value-oriented configurations: (1) early-stage (learning-oriented), where tools support exploration and understanding; (2) late-stage (quality-oriented), where tools support drafting and refinement; and (3) peripheral (productivity-oriented), where tools are used to reduce friction and sustain momentum across the process. We offer a workflow-level account of AI-supported academic writing, showing how students navigate competing priorities of learning, quality, productivity, and authorship, and how they evaluate and take responsibility for AI-generated outputs.
Apr 28, 2026cs.CY

Beyond Tool Adoption: A Practical Five-Stage Developmental Continuum for AI Literacy in Higher Education

Artificial intelligence (AI) literacy is increasingly recognized as a foundational competency for all university graduates. Yet students' engagement with AI tools often clusters at two extremes: avoidance driven by fear, mistrust, ethical concern, or lack of access, and uncritical reliance that produces fluent output while masking misunderstanding. Existing AI literacy frameworks provide valuable competency definitions, but most offer limited guidance for diagnosing where learners begin and how they progress toward responsible, critical engagement. This paper proposes a five-stage AI Literacy Continuum: 0) Not Yet Engaged, 1) Uncritical Use, 2) Informed Use, 3) Critical Evaluation, and 4) Improvement --that describes developmental orientations toward AI use in higher education. The continuum complements dimensional frameworks by providing educators with a practical diagnostic and instructional pathway aligned with international frameworks, including UNESCO and OECD. We present a design-based implementation case from North Carolina State University, where credit-bearing courses and intensive hands-on workshops engaged more than 330 participants between Fall 2024 and Spring 2026. Because the implementation did not use a validated pre/post instrument or comparison group, we frame the findings as observational and practice-based: participants exhibited behaviors consistent with movement from non-engagement or uncritical use toward informed engagement, while sustained and discipline-embedded experiences produced stronger evidence of critical evaluation and improvement-oriented practice. We discuss curricular pathways, opportunity considerations, assessment strategies, and argue that AI literacy should be understood not as tool adoption alone but as a developmental capacity to understand, evaluate, and responsibly apply AI systems in disciplinary and societal contexts.
Apr 27, 2026cs.CY

Barriers and Enablers of Online Instruction in Hospitality Education in the Philippines: An Exploratory Study

This study examined the barriers and enablers of online instruction in hospitality education. A sequential exploratory design was implemented with hospitality teachers from both public and private higher educational institutions in the Philippines. Thematic analysis of interviews identified four key themes: technological barriers, pedagogical challenges, institutional and personal support, and integration of artificial intelligence (AI). These themes were transformed into survey constructs and tested for reliability. Pedagogical challenges, including difficulties in teaching hands-on subjects and sustaining student engagement, emerged as the most critical concerns. Technological barriers such as unstable internet and limited devices were moderately rated, while institutional and personal support received mixed evaluations. Teachers viewed AI integration as helpful but also expressed caution and emphasized the need for training. Reliability analysis showed acceptable to good internal consistency across constructs. The findings highlight the importance of strengthening pedagogical training, providing clear institutional support, and fostering responsible competence in AI use. Future studies should validate these results with larger and more diverse samples.
Apr 26, 2026cs.CL

Reheat Nachos for Dinner? Evaluating AI Support for Cross-Cultural Communication of Neologisms

Neologisms and emerging slang are central to daily conversation, yet challenging for non-native speakers (NNS) to interpret and use appropriately in cross-cultural communication with native speakers (NS). NNS increasingly make use of Artificial Intelligence (AI) tools to learn these words. We study the utility of such tools in mediating an informal communication scenario through a human-subjects study (N=234): NNS participants learn English neologisms with AI support, write messages using the learned word to an NS friend, and judge contextual appropriateness of the neologism in two provided writing samples. Using both NS evaluator-rated communicative competence of NNS-produced writing and NNS' contextual appropriateness judgments, we compare three AI-based support conditions: AI Definition, AI Rewrite into simpler English, AI Explanation of meaning and usage, and Non-AI Dictionary for comparison. We show that AI Explanation yields the largest gains over no support in NS-rated competence, while contextual appropriateness judgments show indifference across support. NNS participants' self-reported perceptions tend to overestimate NS ratings, revealing a mismatch between perceived and actual competence. We further observe a significant gap between NNS- and NS-produced writing, highlighting the limitations of current AI tools and informing design for future tools.
Apr 26, 2026cs.CL

Applications of the Transformer Architecture in AI-Assisted English Reading Comprehension

This paper studies interpretable and fair artificial intelligence architectures for understanding English reading. Introduced transformer-based models, integrating advanced attention mechanisms and gradient-based feature attribution. The model's lack of interpretability, reduction of algorithmic bias, and unreliable performance in learning environments are the current issues faced in natural language teaching. A unified technical pipeline has been constructed, including adversarial bias correction methods, token-level attribution analysis, and multi-head attention heatmap visualization. Experimental validation was conducted using a large-scale labeled English reading comprehension dataset, and the data partitioning scheme and parameter optimization procedures have been determined. The method significantly outperforms the state-of-the-art models for this task in terms of accuracy and macro-average F1 score; in some aspects, it even surpasses or closely matches the results of human evaluations. In multi-week user experiments, the explainable transformer improved teachers' trust and operability in feedback-based assessments within the scoring system. The proposed method aims to ensure high prediction accuracy and fairness for different learners. This indicates that it is a real-world educational application based on artificial intelligence with a focus on interpretation. Improve the user experience in AI-assisted reading comprehension systems, counteract biases, and enhance the details explained by transformers.
Apr 26, 2026cs.CL

Your Students Don't Use LLMs Like You Wish They Did

Educational NLP systems are typically evaluated using engagement metrics and satisfaction surveys, which are at best a proxy for meeting pedagogical goals. We introduce six computational metrics for automated evaluation of pedagogical alignment in student-AI dialogue. We validate our metrics through analysis of 12,650 messages across 500 conversations from four courses. Using our metrics, we identify a fundamental misalignment: educators design conversational tutors for sustained learning dialogue, but students mainly use them for answer-extraction. Deployment context is the strongest predictor of usage patterns, outweighing student preference or system design: when AI tools are optional, usage concentrates around deadlines; when integrated into course structure, students ask for solutions to verbatim assignment questions. Whole-dialogue evaluation misses these turn-by-turn patterns. Our metrics will enable researchers building educational dialogue systems to measure whether they are achieving their pedagogical goals.
Apr 25, 2026cs.AI

ArguAgent: AI-Supported Real-Time Grouping for Productive Argumentation in STEM Classrooms

Argumentation is a core practice in STEM education, but its productivity depends on who participates and how they interact. Higher-achieving students often dominate the talk and decision-making, while lower-achieving peers may disengage, defer, or comply without contributing substantive reasoning. Forming groups strategically based on students' stances and argumentation skills could help foster inclusive, evidence-based discourse. In practice, however, teachers are constrained in implementing this grouping strategy because it requires real-time insight into students' positions and the quality of their argumentation, information that is difficult to assess reliably and at scale during instruction. We present a generative AI-powered system, ArguAgent, that creates groups optimizing for stance heterogeneity while constraining argumentation quality differences to +/-1 level on a validated learning progression. ArguAgent uses a two-component assessment pipeline: first scoring student arguments on a 0-4 rubric, then clustering positions via semantic analysis. We validated the scoring component against human expert consensus (Krippendorff's ααα = 0.817) using 200 expert-generated scores. Testing three OpenAI models (GPT-4o-mini, GPT-5.1, GPT-5.2) with identical calibrated prompts, we found that systematic prompt engineering informed by human disagreement analysis contributed 89% of scoring improvement (QWK: 0.531 to 0.686), while model upgrades contributed an additional 11% (QWK: 0.686 to 0.708). Simulation testing across 100 classes demonstrated that the grouping algorithm achieves 95.4% of groups that meet both design criteria, a 3.2x improvement over random assignment. These results suggest ArguAgent can enable real-time, theoretically grounded grouping that promotes productive STEM argumentation in classrooms.
Apr 24, 2026cs.CL

Tell Me Why: Designing an Explainable LLM-based Dialogue System for Student Problem Behavior Diagnosis

Diagnosing student problem behaviors requires teachers to synthesize multifaceted information, identify behavioral categories, and plan intervention strategies. Although fine-tuned large language models (LLMs) can support this process through multi-turn dialogue, they rarely explain why a strategy is recommended, limiting transparency and teachers' trust. To address this issue, we present an explainable dialogue system built on a fine-tuned LLM. The system uses a hierarchical attribution method based on explainable AI (xAI) to identify dialogue evidence for each recommendation and generate a natural-language explanation based on that evidence. In technical evaluation, the method outperformed baseline approaches in identifying supporting evidence. In a preliminary user study with 22 pre-service teachers, participants who received explanations reported higher trust in the system. These findings suggest a promising direction for improving LLM explainability in educational dialogue systems.
Apr 23, 2026physics.ed-ph

Locating acts of mechanistic reasoning in student team conversations with mechanistic machine learning

STEM education researchers are often interested in identifying moments of students' mechanistic reasoning for deeper analysis, but have limited capacity to search through many team conversation transcripts to find segments with a high concentration of such reasoning. We offer a solution in the form of an interpretable machine learning model that outputs time-varying probabilities that individual students are engaging in acts of mechanistic reasoning, leveraging evidence from their own utterances as well as contributions from the rest of the group. Using the toolkit of intentionally-designed probabilistic models, we introduce a specific inductive bias that steers the probabilistic dynamics toward desired, domain-aligned behavior. Experiments compare trained models with and without the inductive bias components, investigating whether their presence improves the desired model behavior on transcripts involving never-before-seen students and a novel discussion context. Our results show that the inductive bias improves generalization -- supporting the claim that interpretability is built into the model for this task rather than imposed post hoc. We conclude with practical recommendations for STEM education researchers seeking to adopt the tool and for ML researchers aiming to extend the model's design. Overall, we hope this work encourages the development of mechanistically interpretable models that are understandable and controllable for both end users and model designers in STEM education research.