AI in Education

Analyzing the reasoning patterns of students in science classrooms is critical for understanding knowledge construction mechanism and improving instructional practice to maximize cognitive engagement, yet manual coding of classroom discourse at scale remains prohibitively labor-intensive. We present an automated discourse analysis system (ADAS) that jointly classifies teacher and student utterances along two complementary dimensions: Utterance Type and Reasoning Component derived from our prior CDAT framework. To address severe label imbalance among minority classes, we (1) stratify-resplit the annotated corpus, (2) apply LLM-based synthetic data augmentation targeting minority classes, and (3) train a dual-probe head RoBERTa-base classifier. A zero-shot GPT-5.4 baseline achieves macro-F1 of 0.467 on UT and 0.476 on RC, establishing meaningful upper bounds for prompt-only approaches motivating fine-tuning. Beyond classification, we conduct discourse pattern analyses including UTxRC co-occurrence profiling, Cognitive Complexity Index (CCI) computation per session, lag-sequential analysis, and IRF chain analysis, revealing that teacher Feedback-with-Question (Fq) moves are the most consistent antecedents of student inferential reasoning (SR-I). Our results demonstrate that LLM-based augmentation meaningfully improves UT minority-class recognition, and that the structural simplicity of the RC task makes it tractable even for lexical baselines.

We present ActuBench, a multi-agent LLM pipeline for the automated generation and evaluation of advanced actuarial assessment items aligned with the International Actuarial Association (IAA) Education Syllabus. The pipeline separates four LLM roles by adapter: one agent drafts items, one constructs distractors, a third independently verifies both stages and drives bounded one-shot repair loops, and a cost-optimized auxiliary agent handles Wikipedia-note summarization and topic labelling. The items, per-model responses and complete leaderboard are published as a browsable web interface at https://actubench.de/en/, allowing readers and practitioners to inspect individual items without a repository checkout. We evaluate 50 language models from eight providers on two complementary benchmarks -- 100 empirically hardest multiple-choice items and 100 open-ended items scored by an LLM judge -- and report three headline findings. First, multi-agent verification is load-bearing: the independent verifier flags a majority of drafted items on first pass, most of which the one-shot repair loop resolves. Second, locally-hosted open-weights inference sits on the cost-performance Pareto front: a Gemma~4 model running on consumer hardware and a Cerebras-hosted 120B open-weights model dominate the near-zero-cost region, with the latter within one item of the top of the leaderboard. Third, MCQ and LLM-as-Judge rankings differ meaningfully: the MCQ scaffold inflates the performance ceiling, and Judge-mode evaluation is needed to discriminate at the frontier.

Fairness audits of institutional risk models are critical for understanding how deployed machine learning pipelines allocate resources. Drawing on multi-year collaboration with Centennial College, where our prior ethnographic work introduced the ASP-HEI Cycle, we present a replica-based audit of a deployed Early Warning System (EWS), replicating its model using institutional training data and design specifications. We evaluate disparities by gender, age, and residency status across the full pipeline (training data, model predictions, and post-processing) using standard fairness metrics. Our audit reveals systematic misallocation: younger, male, and international students are disproportionately flagged for support, even when many ultimately succeed, while older and female students with comparable dropout risk are under-identified. Post-processing amplifies these disparities by collapsing heterogeneous probabilities into percentile-based risk tiers. This work provides a replicable methodology for auditing institutional ML systems and shows how disparities emerge and compound across stages, highlighting the importance of evaluating construct validity alongside statistical fairness. It contributes one empirical thread to a broader program investigating algorithms, student data, and power in higher education.

Education is not merely the transmission of information or the optimisation of individual performance; it is a fundamentally social, constructive, and relational practice. However, recent advances in generative artificial intelligence (GenAI) increasingly emphasise efficiency, automation, and individualised assistance, risking the weakening of relational learning processes. Despite growing adoption, AI in education (AIED) research has yet to fully articulate how AI can be designed in ways that sustain the social and ecological relationships through which learning occurs. In this paper, we re-centre education as relational and frame learner-AI interactions as context-specific relationships with clearly defined purposes and boundaries, rather than positioning them as substitutes for, or replacements of, human interaction. Grounded in participatory design practices and inspired by Indigenous worldviews (including Aboriginal Australian, Native American, and Mesoamerican traditions) that foreground reciprocity and relational accountability, we argue that meaningful educational AI should support learning with others rather than replace them. We advance this perspective by: i) conceptualising AIED as a relational design problem grounded in reciprocity; ii) articulating key tensions introduced by GenAI in education; and iii) outlining design directions that expand the AIED design space toward reciprocity, including when not to use AI, how to define pedagogical boundaries, and how to support responsible uses of AIED innovations that sustain communities and natural environments.

AI coding assistants have proliferated rapidly, yet structured pedagogical frameworks for learning these tools remain scarce. Developers face a gap between tool documentation and practical mastery, relying on fragmented resources such as blog posts, video tutorials, and trial-and-error. We present cc-self-train, a modular interactive curriculum for learning Claude Code, an agentic AI coding tool, through hands-on project construction. The system introduces five contributions: (1) a persona progression model that adapts instructor tone across four stages (Guide, Collaborator, Peer, Launcher), operationalizing Gradual Release of Responsibility for AI-mediated instruction; (2) an adaptive learning system that observes engagement quality through hook-based heuristics and adjusts scaffolding at two timescales, using streak detection for mid-module intervention and aggregate metrics for module-boundary persona changes; (3) a cross-domain unified curriculum in which five distinct project domains share identical feature sequencing, enabling transfer learning; (4) a step-pacing mechanism with explicit pause primitives to manage information overload in an AI-as-instructor context; and (5) an auto-updating curriculum design in which the onboarding agent detects upstream tool changes and updates teaching materials before instruction begins. A parametrized test suite enforces structural consistency as a proxy for pedagogical invariants across all 50 modules. A pilot evaluation with 27 participants shows statistically significant reported self-efficacy gains across all 10 assessed skill areas (p < 0.001), with the largest effects on advanced features such as hooks and custom skills. We discuss implications for the design of auto-updating educational systems.

As Artificial Intelligence (AI) and Agentic AI become increasingly integrated across sectors such as education and healthcare, it is critical to ensure that Multi-Agent Education System (MAES) is explainable from the early stages of requirements engineering (RE) within the AI software development lifecycle. Explainability is essential to build trust, promote transparency, and enable effective human-AI collaboration. Although personas are well-established in human-computer interaction to represent users and capture their needs and behaviors, their role in RE for explainable MAES remains underexplored. This paper proposes a human-first, persona-driven, explainable MAES RE framework and demonstrates the framework through a MAES for clinical reasoning training. The framework integrates personas and user stories throughout the RE process to capture the needs, goals, and interactions of various stakeholders, including medical educators, medical students, AI patient agent, and clinical agents (physical exam agent, diagnostic agent, clinical intervention agent, supervisor agent, evaluation agent). The goals, underlying models, and knowledge base shape agent interactions and inform explainability requirements that guided the clinical reasoning training of medical students. A post-usage survey found that more than 78% of medical students reported that MAES improved their clinical reasoning skills. These findings demonstrate that RE based on persona effectively connects technical requirements with non-technical medical students from a human-centered approach, ensuring that explainable MAES are trustworthy, interpretable, and aligned with authentic clinical scenarios from the early stages of the AI system engineering. The partial MAES for the clinical scenario simulator is~open sourced here.

With the rapid development of embodied intelligence, robotics education faces a dual challenge: high computational barriers and cumbersome environment configuration. Existing centralized cloud simulation solutions incur substantial GPU and bandwidth costs that preclude large-scale deployment, while pure local computing is severely constrained by learners' hardware limitations. To address these issues, we propose Web-Gewu, an interactive robotics education platform built on a WebRTC cloud-edge-client collaborative architecture. The system offloads all physics simulation and reinforcement learning (RL) training to the edge node, while the cloud server acts exclusively as a lightweight signaling relay, enabling extremely low-cost browser-based peer-to-peer (P2P) real-time streaming. Learners can interact with multi-form robots at low end-to-end latency directly in a web browser without any local installation, and simultaneously observe real-time visualization of multi-dimensional monitoring data, including reinforcement learning reward curves. Combined with a predefined robust command communication protocol, Web-Gewu provides a highly scalable, out-of-the-box, and barrier-free teaching infrastructure for embodied intelligence, significantly lowering the barrier to entry for cutting-edge robotics technology.

Practice and extensive exercises are essential in programming education. Intelligent tutoring systems (ITSs) are a viable option to provide individualized hints and advice to programming students even when human tutors are not available. However, prior ITS for programming rarely support the Python programming language, mostly focus on introductory programming, and rarely take recent developments in generative models into account. We aim to establish a novel ITS for Python programming that is highly adaptable, serves both as a teaching and research platform, provides interfaces to plug in hint mechanisms (e.g.\ via large language models), and works inside the particularly challenging regulatory environment of Germany, that is, conforming to the European data protection regulation, the European AI act, and ethical framework of the German Research Foundation. In this paper, we present the description of the current state of the ITS along with future development directions, as well as discuss the challenges and opportunities for improving the system.

Agentic Artificial Intelligence (AI) represents a paradigm shift from reactive systems to proactive, autonomous decision making frameworks. Existing AI-based educational systems remain fragmented and lack multi-level integration across stakeholders. This paper proposes the Agentic Unified Student Support System (AUSS), a novel multi-agent architecture integrating student-level personalization, educator-level automation, and institutional-level intelligence. The framework leverages Large Language Models (LLMs), reinforcement learning, predictive analytics, and rule-based reasoning. Experimental results demonstrate improvements in recommendation accuracy (92.4%), grading efficiency (94.1%), and dropout prediction (F1-score: 89.5%). The proposed system enables scalable, adaptive, and intelligent educational ecosystems.

The rapid evolution of Large Language Models (LLMs) has made them powerful tools for enhancing student writing. This study explores the extent and limitations of LLMs in assisting secondary-level English as a Foreign Language (EFL) students with their writing tasks. While existing studies focus on output quality, our research examines the developmental shift in LLMs and their impact on EFL students, assessing whether smarter models act as true scaffolds or mere compensatory crutches. To achieve this, we analyse student compositions assisted by LLMs before and after ChatGPT's release, using both expert qualitative scoring and quantitative metrics (readability tests, Pearson's correlation coefficient, MTLD, and others). Our results indicate that advanced LLMs boost assessment scores and lexical diversity for lower-proficiency learners, potentially masking their true ability. Crucially, increased LLM assistance correlated negatively with human expert ratings, suggesting surface fluency without deep coherence. To transform AI-assisted practice into genuine learning, pedagogy must shift from focusing on output quality to verifying the learning process. Educators should align AI functions, specifically differentiating ideational scaffolding from textual production, within the learner's Zone of Proximal Development.

Generative Agents, owing to their precise modeling and simulation capabilities of human behavior, have become a pivotal tool in the field of Artificial Intelligence in Education (AIEd) for uncovering complex cognitive processes of learners. However, existing educational agents predominantly rely on static personas to simulate student learning behaviors, neglecting the decisive role of deep cognitive capabilities in learning outcomes during practice interactions. Furthermore, they struggle to characterize the dynamic fluidity of knowledge internalization, transfer, and cognitive state transitions. To overcome this bottleneck, this paper proposes a human-like educational agent capable of simulating student cognitive evolution: CogEvolution. Specifically, we first construct a cognitive depth perceptron based on the Interactive, Constructive, Active, Passive (ICAP) taxonomy from cognitive psychology, achieving precise quantification of learner cognitive engagement. Subsequently, we propose a memory retrieval method based on Item Response Theory (IRT) to simulate the connection and assimilation of new and prior knowledge. Finally, we design a dynamic cognitive update mechanism based on evolutionary algorithms to simulate the real-time integration of student learning behaviors and cognitive evolution processes. Comprehensive evaluations demonstrate that CogEvolution not only significantly outperforms baseline models in behavioral fidelity and learning curve fitting but also uniquely reproduces plausible and robust cognitive evolutionary paths consistent with educational psychology expectations, providing a novel paradigm for constructing highly interpretable educational agents.

Learning Path Recommendation (LPR) is critical for personalized education, yet current methods often fail to account for historical interaction uncertainty (e.g., lucky guesses or accidental slips) and lack adaptability to diverse learning goals. We propose U-GLAD (Uncertainty-aware Generative Learning Path Recommendation with Cognition-Adaptive Diffusion). To address representation bias, the framework models cognitive states as probability distributions, capturing the learner's underlying true state via a Gaussian LSTM. To ensure highly personalized recommendation, a goal-oriented concept encoder utilizes multi-head attention and objective-specific transformations to dynamically align concept semantics with individual learning goals, generating uniquely tailored embeddings. Unlike traditional discriminative ranking approaches, our model employs a generative diffusion model to predict the latent representation of the next optimal concept. Extensive evaluations on three public datasets demonstrate that U-GLAD significantly outperforms representative baselines. Further analyses confirm its superior capability in perceiving interaction uncertainty and providing stable, goal-driven recommendation paths.

Debates about artificial intelligence (AI) in education often portray teaching as a modular and procedural job that can increasingly be automated or delegated to technology. This brief communication paper argues that such claims depend on treating teaching as more separable than it is in practice. Drawing on recent literature and empirical studies of large language models and retrieval-augmented generation systems, I argue that although AI can support some bounded functions, instructional work remains difficult to automate in meaningful ways because it is inherently interpretive, relational, and grounded in professional judgment. More fundamentally, teaching and learning are shaped by human cognition, behavior, motivation, and social interaction in ways that cannot be fully specified, predicted, or exhaustively modeled. Tasks that may appear separable in principle derive their instructional value in practice from ongoing contextual interpretation across learners, situations, and relationships. As long as educational practice relies on emergent understanding of human cognition and learning, teaching remains a form of professional work that resists automation. AI may improve access to information and support selected instructional activities, but it does not remove the need for human judgment and relational accountability that effective teaching requires.

Activation-based steering enables inference-time personalization of large language models, but its effects in educational applications are not well understood. We study activation-based persona vectors representing seven character traits in short-answer generation and automated scoring on the ASAP-SAS benchmark, across three language models spanning dense and mixture-of-experts architectures. Persona steering lowers answer quality overall, with much larger effects on open-ended English Language Arts (ELA) prompts than on factual science prompts. Interpretive and argumentative tasks are particularly sensitive, showing up to 11$\times$ larger degradation. On the scoring side, we observe predictable valence-aligned calibration shifts: evil'' and impolite'' scorers grade more harshly, while good'' and optimistic'' scorers grade more leniently. ELA tasks are 2.5-3$\times$ more susceptible to scorer personalization than science tasks, and the mixture-of-experts model shows roughly 6$\times$ larger calibration shifts than the dense models. To our knowledge, this is the first study to systematically examine the effects of activation-steered persona traits in educational generation and scoring. Our findings highlight the need for task- and architecture-aware calibration when deploying personalized models in educational settings.

The rapid rise of LLMs over the last few years has promoted growing experimentation with LLM-driven AI tutors. However, the details of implementation, as well as the benefit in a teaching environment, are still in the early days of exploration. This article addresses these issues in the context of implementation of an AI Teaching Assistant (AI-TA) using Retrieval Augmented Generation (RAG) for Trinity College Dublin's Master's Motion Picture Engineering (MPE) course. We provide details of our implementation (including the prompt to the LLM, and code), and highlight how we designed and tuned our RAG pipeline to meet course needs. We describe our survey instrument and report on the impact of the AI-TA through a number of quantitative metrics. The scale of our experiment (43 students, 296 sessions, 1,889 queries over 7 weeks) was sufficient to have confidence in our findings. Unlike previous studies, we experimented with allowing the use of the AI-TA in open-book examinations. Statistical analysis across three exams showed no performance differences regardless of AI-TA access (p > 0.05), demonstrating that thoughtfully designed assessments can maintain academic validity. Student feedback revealed that the AI-TA was beneficial (mean = 4.22/5), while students had mixed feelings about preferring it over human tutoring (mean = 2.78/5).

Social actors do not observe a common social world: each individual forms judgments from a partial and potentially distorted view of the surrounding network. We study whether graph-local evidence and credibility-weighted communication can generate persistent distortions in perceived academic standing, even when agents repeatedly receive objective performance signals. We introduce a data-constrained multi-agent framework in which LLM agents operate through individualized subjective graphs that determine peer visibility, evidence access, and interaction opportunities. Agents exchange uncertainty-annotated assessments, evaluate message credibility, and maintain explicit Gaussian belief states updated through Bayesian fusion. We evaluate the framework on 12 middle-school classrooms comprising 482 students, using questionnaire-derived social information and six consecutive examinations. On the Social-Observed subset (n=419), collective ranking error increases from 0.066 \pm 0.008 to 0.124 \pm 0.009 across six epochs despite repeated exam-based anchoring. Ablations associate individualized visibility and LLM-based trust gating with more stable long-horizon behavior, while constrained retrieval primarily safeguards against global-information leakage. Compared with evaluated DeGroot configurations, the proposed framework achieves lower final ranking error; those DeGroot configurations exhibit near-zero terminal opinion diversity. These findings establish subjective-graph LLM agents as a mechanism-oriented framework for data-constrained simulated social perception. Code is available at https://anonymous.4open.science/r/Rashomonomon-0126.

Higher education instructors often lack timely and pedagogically grounded support, as scalable instructional guidance remains limited and existing tools rely on generic chatbot advice or non-scalable teaching center human-human consultations. We present TeachingCoach, a pedagogically grounded chatbot designed to support instructor professional development through real-time, conversational guidance. TeachingCoach is built on a data-centric pipeline that extracts pedagogical rules from educational resources and uses synthetic dialogue generation to fine-tune a specialized language model that guides instructors through problem identification, diagnosis, and strategy development. Expert evaluations show TeachingCoach produces clearer, more reflective, and more responsive guidance than a GPT-4o mini baseline, while a user study with higher education instructors highlights trade-offs between conversational depth and interaction efficiency. Together, these results demonstrate that pedagogically grounded, synthetic data driven chatbots can improve instructional support and offer a scalable design approach for future instructional chatbot systems.

Artificial intelligence and large language models (LLMs) are transforming educational technology by enabling conversational tutoring, personalised explanations, and inquiry-driven learning. However, most AI-based learning systems rely on continuous internet connectivity and cloud-based computation, limiting their use in bandwidth-constrained environments. This paper presents Arapai, an offline-first large language model architecture designed for AI-assisted learning in low-connectivity settings. The system performs all inference locally using quantized language models and incorporates hardware-aware model selection to enable deployment on low-specification, CPU-only devices. By removing dependence on cloud infrastructure, the system provides curriculum-aligned explanations and structured academic support through natural-language interaction. To support learners at different educational stages, the system includes adaptive response levels that generate explanations at varying levels of complexity: Simple English, Lower Secondary, Upper Secondary, and Technical. The system was evaluated with 120 students and 9 instructors from secondary and tertiary institutions under limited-connectivity conditions. Results indicate stable operation on legacy hardware, acceptable response times of 1-3 seconds for typical queries, and positive user perceptions of its effectiveness in supporting self-directed learning.

College students increasingly use AI chatbots to support academic reading, yet we lack granular understanding of how these interactions shape their reading experience and cognitive engagement. We conducted an eight-week longitudinal study with 15 undergraduates who used AI to support assigned readings in a course. We collected 838 prompts across 239 reading sessions and developed a coding schema categorizing prompts into four cognitive themes: Decoding, Comprehension, Reasoning, and Metacognition. Comprehension prompts dominated (59.6%), with Reasoning (29.8%), Metacognition (8.5%), and Decoding (2.1%) less frequent. Most sessions (72%) contained exactly three prompts, the required minimum of the reading assignment. Within sessions, students showed natural cognitive progression from comprehension toward reasoning, but this progression was truncated. Across eight weeks, students' engagement patterns remained stable, with substantial individual differences persisting throughout. Qualitative analysis revealed an intention-behavior gap: students recognized that effective prompting required effort but rarely applied this knowledge, with efficiency emerging as the primary driver. Students also strategically triaged their engagement based on interest and academic pressures, exhibiting a novel pattern of reading through AI rather than with it: using AI-generated summaries as primary material to filter which sections merited deeper attention. We discuss design implications for AI reading systems that scaffold sustained cognitive engagement.

Collaborative partnerships play a crucial role in inquiry-oriented education. However, most learning partners are currently assigned through experience-driven heuristics or rule-based machine assistants, which often result in limited knowledge expansion and low adaptability. To address these challenges, this study introduces InqEduAgent, an LLM-empowered generative agent framework designed to simulate and select adaptive learning partners for inquiry-based learning. InqEduAgent integrates a Gaussian process-augmented matching mechanism to model the cognitive and evaluative characteristics of learners, allowing adaptive partner selection based on prior knowledge patterns. Comprehensive experiments demonstrate that InqEduAgent consistently achieves superior performance across diverse learning scenarios and large language model configurations. This study advances human-AI collaborative learning by enabling intelligent pairing between human- and AI-based learning partners, and contributes to adaptive user modeling and personalized recommendation within Web-based educational environments.

MOOCs, Smart Teaching (ST), and AI-assisted learning support different stages of higher education, yet a unified quantitative basis for analyzing their contributions, course design, and resource allocation remains limited. This study develops a mathematical model integrating MOOC-based pre-class learning, ST-based in-class adaptation, and AI-assisted post-class personalization. Learner mastery is represented as a bounded multidimensional state, with a common exponential learning-response function describing how instructional resources reduce remaining knowledge gaps. The stages differ in their allocation rules: predefined course-content emphasis for MOOCs, feedback-driven class-level adaptation for ST, and individualized gap-based allocation for AI-assisted learning. Simulations across 100 independently generated classes demonstrate stable cumulative progression and quantify stage-wise gains, while budget analysis reveals diminishing returns from additional AI support. For a fixed learner and learning mechanism, varying course-content emphasis shows a strong association between course-learner alignment and post-MOOC mastery. An optimal AI allocation is also derived under a fixed budget: supported components reach a common residual mastery gap, while components below this threshold receive no resources. A controlled comparison yields over 14% greater learning gain than proportional allocation. These analyses make the instructional process quantitatively analyzable and provide a basis for examining course-learner fit and coordinating limited learning resources. The model offers an analytical foundation for instructional decisions, with practical application requiring empirical estimation of learner states and calibration of learning-response parameters.

Generative Artificial Intelligence (AI) tools such as ChatGPT, Copilot, or Gemini have a crucial impact on academic research and teaching. Empirical data on how students perceive the increasing influence of AI, which different types of tools they use, what they expect from them in their daily academic tasks, and their concerns regarding the use of AI in their studies are still limited. The manuscript presents findings from a quantitative survey conducted among sports students of all semesters in Germany using an online questionnaire. It explores aspects such as students' usage behavior, motivational factors, and uncertainties regarding the impact of AI tools on academia in the future. Furthermore, the social climate in sports studies is being investigated to provide a general overview of the current situation of the students in Germany. Data collection took place between August and November 2023, addressing all sports departments at German universities, with a total of 262 students participating. Our Findings indicate that students have a strong interest in using AI tools in their studies, expecting them to improve their overall academic performance, understand the complexity of scientific approaches, and save time. They express confidence that the proliferation of AI will not compromise their critical thinking skills. Moreover, students are positive about integrating more AI-related topics into the curriculum and about lecturers adopting more AI-based teaching methods. However, our findings also show that students have concerns about plagiarism, lecturer preparedness and their own skills and future skill development.