Daily Papers

As large language models (LLMs) become increasingly common in educational applications, there is a growing need for evidence-based methods to design and evaluate LLM prompts that produce personalized and pedagogically aligned out-puts. This study presents a generalizable, systematic approach for evaluating prompts, demonstrated through an analysis of LLM-generated follow-up questions in a structured dialogue activity. Six prompt templates were designed and tested. The templates incorporated established prompt engineering patterns, with each prompt emphasizing distinct pedagogical strategies. The prompt templates were compared through a tournament-style evaluation framework that can be adapted for other educational applications. The tournament employed the Glicko2 rating system with eight judges evaluating question pairs across three dimensions: format, dialogue support, and appropriateness for learners. Data was sourced from 120 authentic user interactions across three distinct educational deployments. Results showed that a single prompt related to strategic reading out-performed other templates with win probabilities ranging from 81% to 100% in pairwise comparisons. This prompt combined persona and context manager pat-terns and was designed to support metacognitive learning strategies such as self-directed learning. The methodology showcases how educational technology re- searchers can systematically evaluate and improve prompt designs, moving beyond ad-hoc prompt engineering toward evidence-based prompt development for educational applications.

Activation-based steering can personalize large language models at inference time, but its effects in educational settings remain unclear. We study persona vectors for seven character traits in short-answer generation and automated scoring on the ASAP-SAS benchmark across three models spanning two 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 up to 11x more sensitive. 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 2.5-3x more susceptible to scorer personalization than science tasks, and the Mixture-of-Experts model shows roughly 6x 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, and the results highlight the need for task-aware and architecture-aware calibration when deploying steered models in educational settings.

This paper presents the first Arabic crossword puzzle generator driven by advanced AI technology. Leveraging cutting-edge large language models including GPT4, GPT3-Davinci, GPT3-Curie, GPT3-Babbage, GPT3-Ada, and BERT, the system generates distinctive and challenging clues. Based on a dataset comprising over 50,000 clue-answer pairs, the generator employs fine-tuning, few/zero-shot learning strategies, and rigorous quality-checking protocols to enforce the generation of high-quality clue-answer pairs. Importantly, educational crosswords contribute to enhancing memory, expanding vocabulary, and promoting problem-solving skills, thereby augmenting the learning experience through a fun and engaging approach, reshaping the landscape of traditional learning methods. The overall system can be exploited as a powerful educational tool that amalgamates AI and innovative learning techniques, heralding a transformative era for Arabic crossword puzzles and the intersection of technology and education.

In this work, we unveil a novel tool for generating Italian crossword puzzles from text, utilizing advanced language models such as GPT-4o, Mistral-7B-Instruct-v0.3, and Llama3-8b-Instruct. Crafted specifically for educational applications, this cutting-edge generator makes use of the comprehensive Italian-Clue-Instruct dataset, which comprises over 30,000 entries including diverse text, solutions, and types of clues. This carefully assembled dataset is designed to facilitate the creation of contextually relevant clues in various styles associated with specific texts and keywords. The study delves into four distinctive styles of crossword clues: those without format constraints, those formed as definite determiner phrases, copular sentences, and bare noun phrases. Each style introduces unique linguistic structures to diversify clue presentation. Given the lack of sophisticated educational tools tailored to the Italian language, this project seeks to enhance learning experiences and cognitive development through an engaging, interactive platform. By meshing state-of-the-art AI with contemporary educational strategies, our tool can dynamically generate crossword puzzles from Italian educational materials, thereby providing an enjoyable and interactive learning environment. This technological advancement not only redefines educational paradigms but also sets a new benchmark for interactive and cognitive language learning solutions.

Recent advancements in the collection and analysis of sequential educational data have brought time series analysis to a pivotal position in educational research, highlighting its essential role in facilitating data-driven decision-making. However, there is a lack of comprehensive summaries that consolidate these advancements. To the best of our knowledge, this paper is the first to provide a comprehensive review of time series analysis techniques specifically within the educational context. We begin by exploring the landscape of educational data analytics, categorizing various data sources and types relevant to education. We then review four prominent time series methods-forecasting, classification, clustering, and anomaly detection-illustrating their specific application points in educational settings. Subsequently, we present a range of educational scenarios and applications, focusing on how these methods are employed to address diverse educational tasks, which highlights the practical integration of multiple time series methods to solve complex educational problems. Finally, we conclude with a discussion on future directions, including personalized learning analytics, multimodal data fusion, and the role of large language models (LLMs) in educational time series. The contributions of this paper include a detailed taxonomy of educational data, a synthesis of time series techniques with specific educational applications, and a forward-looking perspective on emerging trends and future research opportunities in educational analysis. The related papers and resources are available and regularly updated at the project page.

The emergence of Large Language Models (LLMs) presents transformative opportunities for education, generating numerous novel application scenarios. However, significant challenges remain: evaluation metrics vary substantially across different educational scenarios, while many emerging scenarios lack appropriate assessment metrics. Current benchmarks predominantly measure general intelligence rather than pedagogical capabilities. To address this gap, we introduce ELMES, an open-source automated evaluation framework specifically designed for assessing LLMs in educational settings. ELMES features a modular architecture that enables researchers to create dynamic, multi-agent dialogues through simple configuration files, facilitating flexible scenario design without requiring extensive programming expertise. The framework incorporates a hybrid evaluation engine that objectively quantifies traditionally subjective pedagogical metrics using an LLM-as-a-Judge methodology. We conduct systematic benchmarking of state-of-the-art LLMs across four critical educational scenarios: Knowledge Point Explanation, Guided Problem-Solving Teaching, Interdisciplinary Lesson Plan Generation, and Contextualized Question Generation, employing fine-grained metrics developed in collaboration with education specialists. Our results demonstrate distinct capability distributions among models, revealing context-specific strengths and limitations. ELMES provides educators and researchers with an accessible evaluation framework that significantly reduces adaptation barriers for diverse educational applications while advancing the practical implementation of LLMs in pedagogy. The framework is publicly available at https://github.com/sii-research/elmes.git.

This survey examines the rapidly evolving field of Deep Research systems -- AI-powered applications that automate complex research workflows through the integration of large language models, advanced information retrieval, and autonomous reasoning capabilities. We analyze more than 80 commercial and non-commercial implementations that have emerged since 2023, including OpenAI/Deep Research, Gemini/Deep Research, Perplexity/Deep Research, and numerous open-source alternatives. Through comprehensive examination, we propose a novel hierarchical taxonomy that categorizes systems according to four fundamental technical dimensions: foundation models and reasoning engines, tool utilization and environmental interaction, task planning and execution control, and knowledge synthesis and output generation. We explore the architectural patterns, implementation approaches, and domain-specific adaptations that characterize these systems across academic, scientific, business, and educational applications. Our analysis reveals both the significant capabilities of current implementations and the technical and ethical challenges they present regarding information accuracy, privacy, intellectual property, and accessibility. The survey concludes by identifying promising research directions in advanced reasoning architectures, multimodal integration, domain specialization, human-AI collaboration, and ecosystem standardization that will likely shape the future evolution of this transformative technology. By providing a comprehensive framework for understanding Deep Research systems, this survey contributes to both the theoretical understanding of AI-augmented knowledge work and the practical development of more capable, responsible, and accessible research technologies. The paper resources can be viewed at https://github.com/scienceaix/deepresearch.

The rapid advancement of educational applications, artistic creation, and AI-generated content (AIGC) technologies has substantially increased practical requirements for comprehensive Image Aesthetics Assessment (IAA), particularly demanding methods capable of delivering both quantitative scoring and professional understanding. Multimodal Large Language Model (MLLM)-based IAA methods demonstrate stronger perceptual and generalization capabilities compared to traditional approaches, yet they suffer from modality bias (score-only or text-only) and lack fine-grained attribute decomposition, thereby failing to support further aesthetic assessment. In this paper, we present:(1) ArtiMuse, an innovative MLLM-based IAA model with Joint Scoring and Expert-Level Understanding capabilities; (2) ArtiMuse-10K, the first expert-curated image aesthetic dataset comprising 10,000 images spanning 5 main categories and 15 subcategories, each annotated by professional experts with 8-dimensional attributes analysis and a holistic score. Both the model and dataset will be made public to advance the field.

Speech-based AI educational applications have gained significant interest in recent years, particularly for children. However, children speech research remains limited due to the lack of publicly available datasets, especially for low-resource languages such as Arabic.This paper presents Abjad-Kids, an Arabic speech dataset designed for kindergarten and primary education, focusing on fundamental learning of alphabets, numbers, and colors. The dataset consists of 46397 audio samples collected from children aged 3 - 12 years, covering 141 classes. All samples were recorded under controlled specifications to ensure consistency in duration, sampling rate, and format. To address high intra-class similarity among Arabic phonemes and the limited samples per class, we propose a hierarchical audio classification based on CNN-LSTM architectures. Our proposed methodology decomposes alphabet recognition into a two-stage process: an initial grouping classification model followed by specialized classifiers for each group. Both strategies: static linguistic-based grouping and dynamic clustering-based grouping, were evaluated. Experimental results demonstrate that static linguistic-based grouping achieves superior performance. Comparisons between traditional machine learning with deep learning approaches, highlight the effectiveness of CNN-LSTM models combined with data augmentation. Despite achieving promising results, most of our experiments indicate a challenge with overfitting, which is likely due to the limited number of samples, even after data augmentation and model regularization. Thus, future work may focus on collecting additional data to address this issue. Abjad-Kids will be publicly available. We hope that Abjad-Kids enrich children representation in speech dataset, and be a good resource for future research in Arabic speech classification for kids.

Large Language Models (LLMs) have demonstrated remarkable capabilities in understanding and generating human-like content. This has revolutionized various sectors such as healthcare, software development, and education. In education, LLMs offer potential for personalized and interactive learning experiences, especially in regions with limited teaching resources. However, adapting these models effectively to curriculum-specific content, such as the National Council of Educational Research and Training (NCERT) syllabus in India, presents unique challenges in terms of accuracy, alignment, and pedagogical relevance. In this paper, we present the framework "PustakAI"Pustak means `book' in many Indian languages. for the design and evaluation of a novel question-answering dataset "NCERT-QA" aligned with the NCERT curriculum for English and Science subjects of grades 6 to 8. We classify the curated QA pairs as Factoid, Inferential, and Others (evaluative and reasoning). We evaluate the dataset with various prompting techniques, such as meta-prompt, few-shot, and CoT-style prompting, using diverse evaluation metrics to understand which approach aligns more efficiently with the structure and demands of the curriculum. Along with the usability of the dataset, we analyze the strengths and limitations of current open-source LLMs (Gemma3:1b, Llama3.2:3b, and Nemotron-mini:4b) and high-end LLMs (Llama-4-Scout-17B and Deepseek-r1-70B) as AI-based learning tools in formal education systems.

Text-based open-ended questions in academic formative and summative assessments help students become deep learners and prepare them to understand concepts for a subsequent conceptual assessment. However, grading text-based questions, especially in large courses, is tedious and time-consuming for instructors. Text processing models continue progressing with the rapid development of Artificial Intelligence (AI) tools and Natural Language Processing (NLP) algorithms. Especially after breakthroughs in Large Language Models (LLM), there is immense potential to automate rapid assessment and feedback of text-based responses in education. This systematic review adopts a scientific and reproducible literature search strategy based on the PRISMA process using explicit inclusion and exclusion criteria to study text-based automatic assessment systems in post-secondary education, screening 838 papers and synthesizing 93 studies. To understand how text-based automatic assessment systems have been developed and applied in education in recent years, three research questions are considered. All included studies are summarized and categorized according to a proposed comprehensive framework, including the input and output of the system, research motivation, and research outcomes, aiming to answer the research questions accordingly. Additionally, the typical studies of automated assessment systems, research methods, and application domains in these studies are investigated and summarized. This systematic review provides an overview of recent educational applications of text-based assessment systems for understanding the latest AI/NLP developments assisting in text-based assessments in higher education. Findings will particularly benefit researchers and educators incorporating LLMs such as ChatGPT into their educational activities.

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

Knowledge tagging for questions is vital in modern intelligent educational applications, including learning progress diagnosis, practice question recommendations, and course content organization. Traditionally, these annotations have been performed by pedagogical experts, as the task demands not only a deep semantic understanding of question stems and knowledge definitions but also a strong ability to link problem-solving logic with relevant knowledge concepts. With the advent of advanced natural language processing (NLP) algorithms, such as pre-trained language models and large language models (LLMs), pioneering studies have explored automating the knowledge tagging process using various machine learning models. In this paper, we investigate the use of a multi-agent system to address the limitations of previous algorithms, particularly in handling complex cases involving intricate knowledge definitions and strict numerical constraints. By demonstrating its superior performance on the publicly available math question knowledge tagging dataset, MathKnowCT, we highlight the significant potential of an LLM-based multi-agent system in overcoming the challenges that previous methods have encountered. Finally, through an in-depth discussion of the implications of automating knowledge tagging, we underscore the promising results of deploying LLM-based algorithms in educational contexts.

The field of Grammatical Error Correction (GEC) has produced various systems to deal with focused phenomena or general text editing. We propose an automatic way to combine black-box systems. Our method automatically detects the strength of a system or the combination of several systems per error type, improving precision and recall while optimizing F score directly. We show consistent improvement over the best standalone system in all the configurations tested. This approach also outperforms average ensembling of different RNN models with random initializations. In addition, we analyze the use of BERT for GEC - reporting promising results on this end. We also present a spellchecker created for this task which outperforms standard spellcheckers tested on the task of spellchecking. This paper describes a system submission to Building Educational Applications 2019 Shared Task: Grammatical Error Correction. Combining the output of top BEA 2019 shared task systems using our approach, currently holds the highest reported score in the open phase of the BEA 2019 shared task, improving F0.5 by 3.7 points over the best result reported.

Student Personas (SPs) are emerging as infrastructure for educational LLMs, yet prior work often relies on ad-hoc prompting or hand-crafted profiles with limited control over educational theory and population distributions. We formalize this as Theory-Aligned and Distribution-Controllable Persona Generation (TAD-PG) and introduce HACHIMI, a multi-agent Propose-Validate-Revise framework that generates theory-aligned, quota-controlled personas. HACHIMI factorizes each persona into a theory-anchored educational schema, enforces developmental and psychological constraints via a neuro-symbolic validator, and combines stratified sampling with semantic deduplication to reduce mode collapse. The resulting HACHIMI-1M corpus comprises 1 million personas for Grades 1-12. Intrinsic evaluation shows near-perfect schema validity, accurate quotas, and substantial diversity, while external evaluation instantiates personas as student agents answering CEPS and PISA 2022 surveys; across 16 cohorts, math and curiosity/growth constructs align strongly between humans and agents, whereas classroom-climate and well-being constructs are only moderately aligned, revealing a fidelity gradient. All personas are generated with Qwen2.5-72B, and HACHIMI provides a standardized synthetic student population for group-level benchmarking and social-science simulations. Resources available at https://github.com/ZeroLoss-Lab/HACHIMI

We present OpenStaxQA, an evaluation benchmark specific to college-level educational applications based on 43 open-source college textbooks in English, Spanish, and Polish, available under a permissive Creative Commons license. We finetune and evaluate large language models (LLMs) with approximately 7 billion parameters on this dataset using quantized low rank adapters (QLoRa). Additionally we also perform a zero-shot evaluation on the AI2 reasoning challenge dev dataset in order to check if OpenStaxQA can lead to an improved performance on other tasks. We also discuss broader impacts relevant to datasets such as OpenStaxQA.

Domain-specific neural machine translation (NMT) systems (e.g., in educational applications) are socially significant with the potential to help make information accessible to a diverse set of users in multilingual societies. It is desirable that such NMT systems be lexically constrained and draw from domain-specific dictionaries. Dictionaries could present multiple candidate translations for a source word/phrase due to the polysemous nature of words. The onus is then on the NMT model to choose the contextually most appropriate candidate. Prior work has largely ignored this problem and focused on the single candidate constraint setting wherein the target word or phrase is replaced by a single constraint. In this work we present DictDis, a lexically constrained NMT system that disambiguates between multiple candidate translations derived from dictionaries. We achieve this by augmenting training data with multiple dictionary candidates to actively encourage disambiguation during training by implicitly aligning multiple candidate constraints. We demonstrate the utility of DictDis via extensive experiments on English-Hindi and English-German sentences in a variety of domains including regulatory, finance, engineering. We also present comparisons on standard benchmark test datasets. In comparison with existing approaches for lexically constrained and unconstrained NMT, we demonstrate superior performance with respect to constraint copy and disambiguation related measures on all domains while also obtaining improved fluency of up to 2-3 BLEU points on some domains.

Knowledge tracing (KT) refers to the problem of predicting future learner performance given their past performance in educational applications. Recent developments in KT using flexible deep neural network-based models excel at this task. However, these models often offer limited interpretability, thus making them insufficient for personalized learning, which requires using interpretable feedback and actionable recommendations to help learners achieve better learning outcomes. In this paper, we propose attentive knowledge tracing (AKT), which couples flexible attention-based neural network models with a series of novel, interpretable model components inspired by cognitive and psychometric models. AKT uses a novel monotonic attention mechanism that relates a learner's future responses to assessment questions to their past responses; attention weights are computed using exponential decay and a context-aware relative distance measure, in addition to the similarity between questions. Moreover, we use the Rasch model to regularize the concept and question embeddings; these embeddings are able to capture individual differences among questions on the same concept without using an excessive number of parameters. We conduct experiments on several real-world benchmark datasets and show that AKT outperforms existing KT methods (by up to 6% in AUC in some cases) on predicting future learner responses. We also conduct several case studies and show that AKT exhibits excellent interpretability and thus has potential for automated feedback and personalization in real-world educational settings.

User simulation is important for developing and evaluating human-centered AI, yet current student simulation in educational applications has significant limitations. Existing approaches focus on single learning experiences and do not account for students' gradual knowledge construction and evolving skill sets. Moreover, large language models are optimized to produce direct and accurate responses, making it challenging to represent the incomplete understanding and developmental constraints that characterize real learners. In this paper, we introduce a novel framework for memory-based student simulation that incorporates developmental trajectories through a hierarchical memory mechanism with structured knowledge representation. The framework also integrates metacognitive processes and personality traits to enrich the individual learner profiling, through dynamical consolidation of both cognitive development and personal learning characteristics. In practice, we implement a curriculum-aligned simulator grounded on the Next Generation Science Standards. Experimental results show that our approach can effectively reflect the gradual nature of knowledge development and the characteristic difficulties students face, providing a more accurate representation of learning processes.

We present Sat2Sound, a unified multimodal framework for geospatial soundscape understanding, designed to predict and map the distribution of sounds across the Earth's surface. Existing methods for this task rely on paired satellite images and geotagged audio samples, which often fail to capture the full diversity of sound at a location. Sat2Sound overcomes this limitation by augmenting datasets with semantically rich, vision-language model-generated soundscape descriptions, which broaden the range of possible ambient sounds represented at each location. Our framework jointly learns from audio, text descriptions of audio, satellite images, and synthetic image captions through contrastive and codebook-aligned learning, discovering a set of "soundscape concepts" shared across modalities, enabling hyper-localized, explainable soundscape mapping. Sat2Sound achieves state-of-the-art performance in cross-modal retrieval between satellite image and audio on the GeoSound and SoundingEarth benchmarks. Finally, by retrieving detailed soundscape captions that can be rendered through text-to-audio models, Sat2Sound enables location-conditioned soundscape synthesis for immersive and educational applications, even with limited computational resources. Our code and models are available at https://github.com/mvrl/sat2sound.

Recently, large language models (LLMs) have garnered widespread attention for their exceptional capabilities. Prompts are central to the functionality and performance of LLMs, making them highly valuable assets. The increasing reliance on high-quality prompts has driven significant growth in prompt services. However, this growth also expands the potential for prompt leakage, increasing the risk that attackers could replicate original functionalities, create competing products, and severely infringe on developers' intellectual property. Despite these risks, prompt leakage in real-world prompt services remains underexplored. In this paper, we present PRSA, a practical attack framework designed for prompt stealing. PRSA infers the detailed intent of prompts through very limited input-output analysis and can successfully generate stolen prompts that replicate the original functionality. Extensive evaluations demonstrate PRSA's effectiveness across two main types of real-world prompt services. Specifically, compared to previous works, it improves the attack success rate from 17.8% to 46.1% in prompt marketplaces and from 39% to 52% in LLM application stores, respectively. Notably, in the attack on "Math", one of the most popular educational applications in OpenAI's GPT Store with over 1 million conversations, PRSA uncovered a hidden Easter egg that had not been revealed previously. Besides, our analysis reveals that higher mutual information between a prompt and its output correlates with an increased risk of leakage. This insight guides the design and evaluation of two potential defenses against the security threats posed by PRSA. We have reported these findings to the prompt service vendors, including PromptBase and OpenAI, and actively collaborate with them to implement defensive measures.

With the rapid advancement of mathematical reasoning capabilities in Large Language Models (LLMs), AI systems are increasingly being adopted in educational settings to support students' comprehension of problem-solving processes. However, a critical component remains underexplored in current LLM-generated explanations: visual explanation. In real-world instructional contexts, human tutors routinely employ visual aids - such as diagrams, markings, and highlights - to enhance conceptual clarity. To bridge this gap, we introduce a novel task of visual solution explanation, which requires generating explanations that incorporate newly introduced visual elements essential for understanding (e.g., auxiliary lines, annotations, or geometric constructions). To evaluate model performance on this task, we propose MathExplain, a multimodal benchmark consisting of 997 math problems annotated with visual keypoints and corresponding explanatory text that references those elements. Our empirical results show that while some closed-source models demonstrate promising capabilities on visual solution-explaining, current open-source general-purpose models perform inconsistently, particularly in identifying relevant visual components and producing coherent keypoint-based explanations. We expect that visual solution-explaining and the MathExplain dataset will catalyze further research on multimodal LLMs in education and advance their deployment as effective, explanation-oriented AI tutors. Code and data will be released publicly.

Language models are increasingly being deployed as user simulators, but their memory is far more reliable than that of real users. To measure this gap, we run a series of classic memory experiments from psychology on both humans and language models. Across tasks, we find that out-of-the-box language models exhibit better memory than humans, even when prompted to imitate human behavior. We then show that better prompting strategies and the use of a compactor can cause language models to forget content in a more human-like way. Using these methods, we show preliminary evidence that language models with human-like memory constraints can function as more effective user simulators in a downstream education task. Finally, we release human reference data and benchmarks to support future work on simulating human memory with language models.

In the field of urban planning, existing Vision-Language Models (VLMs) frequently fail to effectively analyze and evaluate planning maps, despite the critical importance of these visual elements for urban planners and related educational contexts. Planning maps, which visualize land use, infrastructure layouts, and functional zoning, require specialized understanding of spatial configurations, regulatory requirements, and multi-scale analysis. To address this challenge, we introduce PlanGPT-VL, the first domain-specific Vision-Language Model tailored specifically for urban planning maps. PlanGPT-VL employs three innovative approaches: (1) PlanAnno-V framework for high-quality VQA data synthesis, (2) Critical Point Thinking to reduce hallucinations through structured verification, and (3) comprehensive training methodology combining Supervised Fine-Tuning with frozen vision encoder parameters. Through systematic evaluation on our proposed PlanBench-V benchmark, we demonstrate that PlanGPT-VL significantly outperforms general-purpose state-of-the-art VLMs in specialized planning map interpretation tasks, offering urban planning professionals a reliable tool for map analysis, assessment, and educational applications while maintaining high factual accuracy. Our lightweight 7B parameter model achieves comparable performance to models exceeding 72B parameters, demonstrating efficient domain specialization without sacrificing performance.

Large language models (LLMs) are displaying emergent abilities for math reasoning tasks,and there is a growing attention on enhancing the ability of open-source LLMs through supervised fine-tuning (SFT).In this paper, we aim to explore a general data strategy for supervised data to help optimize and expand math reasoning ability.Firstly, we determine the ability boundary of reasoning paths augmentation by identifying these paths' minimal optimal set.Secondly, we validate that different abilities of the model can be cumulatively enhanced by Mix of Minimal Optimal Sets of corresponding types of data, while our models MMOS achieve SOTA performance on series base models under much lower construction costs.Besides, we point out GSM-HARD is not really hard and today's LLMs no longer lack numerical robustness.Also, we provide an Auto Problem Generator for robustness testing and educational applications.Our code and data are publicly available at https://github.com/cyzhh/MMOS.

Since the first instances of online education, where courses were uploaded to accessible and shared online platforms, this form of scaling the dissemination of human knowledge to reach a broader audience has sparked extensive discussion and widespread adoption. Recognizing that personalized learning still holds significant potential for improvement, new AI technologies have been continuously integrated into this learning format, resulting in a variety of educational AI applications such as educational recommendation and intelligent tutoring. The emergence of intelligence in large language models (LLMs) has allowed for these educational enhancements to be built upon a unified foundational model, enabling deeper integration. In this context, we propose MAIC (Massive AI-empowered Course), a new form of online education that leverages LLM-driven multi-agent systems to construct an AI-augmented classroom, balancing scalability with adaptivity. Beyond exploring the conceptual framework and technical innovations, we conduct preliminary experiments at Tsinghua University, one of China's leading universities. Drawing from over 100,000 learning records of more than 500 students, we obtain a series of valuable observations and initial analyses. This project will continue to evolve, ultimately aiming to establish a comprehensive open platform that supports and unifies research, technology, and applications in exploring the possibilities of online education in the era of large model AI. We envision this platform as a collaborative hub, bringing together educators, researchers, and innovators to collectively explore the future of AI-driven online education.

With the rapid advancement of conversational and diffusion-based AI, there is a growing adoption of AI in educational services, ranging from grading and assessment tools to personalized learning systems that provide targeted support for students. However, this adaptability has yet to fully extend to the domain of children's speech, where existing models often fail due to their reliance on datasets designed for clear, articulate adult speech. Children, particularly those in early developmental stages or with speech and language pathologies, present unique challenges that current AI models and datasets are ill-equipped to handle. To address this, we introduce KidSpeak, a multi-task speech-enhanced Foundation Model capable of both generative and discriminative tasks specifically tailored to children's speech patterns. Our framework employs a two-stage training process that incorporates phonetic knowledge into the speech encoder, achieving an average accuracy of 87% across four separate tasks. Furthermore, recognizing the limitations of scalable human annotation and existing speech alignment tools, we propose the Flexible and Automatic Speech Aligner (FASA) and leverage the method to construct high quality datasets for training and evaluation. This novel alignment tool significantly improves the quality of aligned children's speech from noisy data, enhancing data quality by 13.6x compared to human annotations, as demonstrated on the CHILDES dataset. To the best of our knowledge, KidSpeak and FASA represent the first comprehensive solution designed for speech and language therapy in children, offering both a multi-purpose speech LLM and a robust alignment tool.

Automatic speech recognition (ASR) systems have advanced significantly with models like Whisper, Conformer, and self-supervised frameworks such as Wav2vec 2.0 and HuBERT. However, developing robust ASR models for young children's speech remains challenging due to differences in pronunciation, tone, and pace compared to adult speech. In this paper, we introduce a new Mandarin speech dataset focused on children aged 3 to 5, addressing the scarcity of resources in this area. The dataset comprises 41.25 hours of speech with carefully crafted manual transcriptions, collected from 397 speakers across various provinces in China, with balanced gender representation. We provide a comprehensive analysis of speaker demographics, speech duration distribution and geographic coverage. Additionally, we evaluate ASR performance on models trained from scratch, such as Conformer, as well as fine-tuned pre-trained models like HuBERT and Whisper, where fine-tuning demonstrates significant performance improvements. Furthermore, we assess speaker verification (SV) on our dataset, showing that, despite the challenges posed by the unique vocal characteristics of young children, the dataset effectively supports both ASR and SV tasks. This dataset is a valuable contribution to Mandarin child speech research and holds potential for applications in educational technology and child-computer interaction. It will be open-source and freely available for all academic purposes.

Geometric diagrams are critical in conveying mathematical and scientific concepts, yet traditional diagram generation methods are often manual and resource-intensive. While text-to-image generation has made strides in photorealistic imagery, creating accurate geometric diagrams remains a challenge due to the need for precise spatial relationships and the scarcity of geometry-specific datasets. This paper presents MagicGeo, a training-free framework for generating geometric diagrams from textual descriptions. MagicGeo formulates the diagram generation process as a coordinate optimization problem, ensuring geometric correctness through a formal language solver, and then employs coordinate-aware generation. The framework leverages the strong language translation capability of large language models, while formal mathematical solving ensures geometric correctness. We further introduce MagicGeoBench, a benchmark dataset of 220 geometric diagram descriptions, and demonstrate that MagicGeo outperforms current methods in both qualitative and quantitative evaluations. This work provides a scalable, accurate solution for automated diagram generation, with significant implications for educational and academic applications.

This listing contains a total of 80 gamification applications (GA)s used in cyber security operations (CSO) undergraduate education, from 74 publications, published between 2007 and June 2022. The listing outlines each GA identified and provides a short overview of each. This listing serves as both a comprehensive repository of existing GAs in cybersecurity undergraduate education, and as a starting point for adding new CSO GAs to the list. Contact the first author to add a CSO GA to the next version of the list.

Visual programming languages (VPLs) provide coding without typing texts. VPL makes coding easy to programmers with automatically adding usually used some code structure. Beginners in coding have generally two main challenges; transforming ideas into logical expressions and syntax errors. Syntax errors are impossible with VPLs because of there is no forgotten parentheses and semicolons. VPLs provide to focus on algorithm for programmers. VPL is a new trend for educational robotic environments. In this study, Robot Operating System (ROS) compatible web based visual programming system has been developed for evarobot. ROS provides libraries and tools to help software developers create robot applications. It provides hardware abstraction, device drivers, libraries, visualizers, message-passing, package management, and more. Blockly has been used as VPL for the study and to generate / use blocks (commucation, sensing etc.). Some applications were generated like teleoperation, SLAM and wander etc. In this system, communication between server and client is supported by rosbridge package. Web page connected to ROS which runs on server using roslibjs library. Rosbridge provides a JSON API to ROS functionality for non-ROS programs.

Crafting quizzes from educational content is a pivotal activity that benefits both teachers and students by reinforcing learning and evaluating understanding. In this study, we introduce a novel approach to generate quizzes from Turkish educational texts, marking a pioneering endeavor in educational technology specifically tailored to the Turkish educational context. We present a specialized dataset, named the Turkish-Quiz-Instruct, comprising an extensive collection of Turkish educational texts accompanied by multiple-choice and short-answer quizzes. This research leverages the capabilities of Large Language Models (LLMs), including GPT-4-Turbo, GPT-3.5-Turbo, Llama-2-7b-chat-hf, and Llama-2-13b-chat-hf, to automatically generate quiz questions and answers from the Turkish educational content. Our work delineates the methodology for employing these LLMs in the context of Turkish educational material, thereby opening new avenues for automated Turkish quiz generation. The study not only demonstrates the efficacy of using such models for generating coherent and relevant quiz content but also sets a precedent for future research in the domain of automated educational content creation for languages other than English. The Turkish-Quiz-Instruct dataset is introduced as a valuable resource for researchers and practitioners aiming to explore the boundaries of educational technology and language-specific applications of LLMs in Turkish. By addressing the challenges of quiz generation in a non-English context specifically Turkish, this study contributes significantly to the field of Turkish educational technology, providing insights into the potential of leveraging LLMs for educational purposes across diverse linguistic landscapes.

The unequal distribution of educational opportunities carries the risk of having a long-term negative impact on general social peace, a country's economy and basic democratic structures. In contrast to this observable development is the rapid technological progress in the field of artificial intelligence (AI). Progress makes it possible to solve various problems in the field of education as well. In order to effectively exploit the advantages that arise from the use of AI, prospective teacher training students need appropriate AI skills, which must already be taught during their studies. In a first step, the added value of this technology will be demonstrated using a concrete example. This article is therefore about conducting an exploratory pilot study to test the Individual Educational Chatbot (IEC-V1) prototype, in which the levels can be individually determined in order to generate appropriate answers depending on the requirements. The results show that this is an important function for prospective teachers, and that there is great interest in taking a closer look at this technology in order to be able to better support learners in the future. The data shows that experience has already been gained with chatbots, but that there is still room for improvement. It also shows that IEC-V1 is already working well. The knowledge gained will be used for the further development of the prototype to further improve the usability of the chatbot. Overall, it is shown that useful AI applications can be effectively integrated into learning situations even without proprietary systems and that important data protection requirements can be complied with.

Arabic is a linguistically and culturally rich language with a vast vocabulary that spans scientific, religious, and literary domains. Yet, large-scale lexical datasets linking Arabic words to precise definitions remain limited. We present MURAD (Multi-domain Unified Reverse Arabic Dictionary), an open lexical dataset with 96,243 word-definition pairs. The data come from trusted reference works and educational sources. Extraction used a hybrid pipeline integrating direct text parsing, optical character recognition, and automated reconstruction. This ensures accuracy and clarity. Each record aligns a target word with its standardized Arabic definition and metadata that identifies the source domain. The dataset covers terms from linguistics, Islamic studies, mathematics, physics, psychology, and engineering. It supports computational linguistics and lexicographic research. Applications include reverse dictionary modeling, semantic retrieval, and educational tools. By releasing this resource, we aim to advance Arabic natural language processing and promote reproducible research on Arabic lexical semantics.

The integration of generative AI in education is expanding, yet empirical analyses of large-scale and real-world interactions between students and AI systems still remain limited. Addressing this gap, we present RECIPE4U (RECIPE for University), a dataset sourced from a semester-long experiment with 212 college students in English as Foreign Language (EFL) writing courses. During the study, students engaged in dialogues with ChatGPT to revise their essays. RECIPE4U includes comprehensive records of these interactions, including conversation logs, students' intent, students' self-rated satisfaction, and students' essay edit histories. In particular, we annotate the students' utterances in RECIPE4U with 13 intention labels based on our coding schemes. We establish baseline results for two subtasks in task-oriented dialogue systems within educational contexts: intent detection and satisfaction estimation. As a foundational step, we explore student-ChatGPT interaction patterns through RECIPE4U and analyze them by focusing on students' dialogue, essay data statistics, and students' essay edits. We further illustrate potential applications of RECIPE4U dataset for enhancing the incorporation of LLMs in educational frameworks. RECIPE4U is publicly available at https://zeunie.github.io/RECIPE4U/.

This research introduces an innovative AI-driven multi-agent framework specifically designed for creating immersive audiobooks. Leveraging neural text-to-speech synthesis with FastSpeech 2 and VALL-E for expressive narration and character-specific voices, the framework employs advanced language models to automatically interpret textual narratives and generate realistic spatial audio effects. These sound effects are dynamically synchronized with the storyline through sophisticated temporal integration methods, including Dynamic Time Warping (DTW) and recurrent neural networks (RNNs). Diffusion-based generative models combined with higher-order ambisonics (HOA) and scattering delay networks (SDN) enable highly realistic 3D soundscapes, substantially enhancing listener immersion and narrative realism. This technology significantly advances audiobook applications, providing richer experiences for educational content, storytelling platforms, and accessibility solutions for visually impaired audiences. Future work will address personalization, ethical management of synthesized voices, and integration with multi-sensory platforms.

Text style transfer is a prominent task that aims to control the style of text without inherently changing its factual content. To cover more text modification applications, such as adapting past news for current events and repurposing educational materials, we propose the task of text fact transfer, which seeks to transfer the factual content of a source text between topics without modifying its style. We find that existing language models struggle with text fact transfer, due to their inability to preserve the specificity and phrasing of the source text, and tendency to hallucinate errors. To address these issues, we design ModQGA, a framework that minimally modifies a source text with a novel combination of end-to-end question generation and specificity-aware question answering. Through experiments on four existing datasets adapted for text fact transfer, we show that ModQGA can accurately transfer factual content without sacrificing the style of the source text.

Question generation is a conditioned language generation task that consists in generating a context-aware question given a context and the targeted answer. Train language modelling with a mere likelihood maximization has been widely used while suffering from exposure bias and the discordance between the training and the test metrics. In the way of addressing this issue, The presented work portrays a fully Transformer-based reinforcement learning generator-evaluation architecture for neural question generation. To edge the flexibility of the generation, a semantic-based reward score was externally infused during the training to drive the training of the language model. The global architecture is laid out in a generator-evaluator fashion optimized directly to n-gram and semantic-based metrics. Evaluation metrics for language modelling only based on n-gram overlapping do not consider semantic relations between reference and candidate sequences. To improve the evaluation step, a two-fold evaluation was carried out. On the one side, an n-gram overlapping evaluation using the BLEU score. On the other side, a semantic-based assessment using BERTScore and NUBIA. The results were corroborated by a binary human evaluation of the semantic relatedness of the generated question and the ground truth. The results obtained showed that use a semantic-based REINFORCE algorithm for the question generation syntactically reshapes the generated questions while preserving their underlying semantic meaning. Many downstream applications can be drawn from a successful question generation including the enlargement of question answering datasets, the improvement of conversational systems, the enhancement of autonomous educational assessment systems, and so forth.

Mathematical questioning is crucial for assessing students problem-solving skills. Since manually creating such questions requires substantial effort, automatic methods have been explored. Existing state-of-the-art models rely on fine-tuning strategies and struggle to generate questions that heavily involve multiple steps of logical and arithmetic reasoning. Meanwhile, large language models(LLMs) such as ChatGPT have excelled in many NLP tasks involving logical and arithmetic reasoning. Nonetheless, their applications in generating educational questions are underutilized, especially in the field of mathematics. To bridge this gap, we take the first step to conduct an in-depth analysis of ChatGPT in generating pre-university math questions. Our analysis is categorized into two main settings: context-aware and context-unaware. In the context-aware setting, we evaluate ChatGPT on existing math question-answering benchmarks covering elementary, secondary, and ternary classes. In the context-unaware setting, we evaluate ChatGPT in generating math questions for each lesson from pre-university math curriculums that we crawl. Our crawling results in TopicMath, a comprehensive and novel collection of pre-university math curriculums collected from 121 math topics and 428 lessons from elementary, secondary, and tertiary classes. Through this analysis, we aim to provide insight into the potential of ChatGPT as a math questioner.

GenAI Units In Digital Design Education (GUIDE) is an open courseware repository with runnable Google Colab labs and other materials. We describe the repository's architecture and educational approach based on standardized teaching units comprising slides, short videos, runnable labs, and related papers. This organization enables consistency for both the students' learning experience and the reuse and grading by instructors. We demonstrate GUIDE in practice with three representative units: VeriThoughts for reasoning and formal-verification-backed RTL generation, enhanced LLM-aided testbench generation, and LLMPirate for IP Piracy. We also provide details for four example course instances (GUIDE4ChipDesign, Build your ASIC, GUIDE4HardwareSecurity, and Hardware Design) that assemble GUIDE units into full semester offerings, learning outcomes, and capstone projects, all based on proven materials. For example, the GUIDE4HardwareSecurity course includes a project on LLM-aided hardware Trojan insertion that has been successfully deployed in the classroom and in Cybersecurity Games and Conference (CSAW), a student competition and academic conference for cybersecurity. We also organized an NYU Cognichip Hackathon, engaging students across 24 international teams in AI-assisted RTL design workflows. The GUIDE repository is open for contributions and available at: https://github.com/FCHXWH823/LLM4ChipDesign.

Large Language Models (LLMs) have shown great potential in intelligent visualization systems, especially for domain-specific applications. Integrating LLMs into visualization systems presents challenges, and we categorize these challenges into three alignments: domain problems with LLMs, visualization with LLMs, and interaction with LLMs. To achieve these alignments, we propose a framework and outline a workflow to guide the application of fine-tuned LLMs to enhance visual interactions for domain-specific tasks. These alignment challenges are critical in education because of the need for an intelligent visualization system to support beginners' self-regulated learning. Therefore, we apply the framework to education and introduce Tailor-Mind, an interactive visualization system designed to facilitate self-regulated learning for artificial intelligence beginners. Drawing on insights from a preliminary study, we identify self-regulated learning tasks and fine-tuning objectives to guide visualization design and tuning data construction. Our focus on aligning visualization with fine-tuned LLM makes Tailor-Mind more like a personalized tutor. Tailor-Mind also supports interactive recommendations to help beginners better achieve their learning goals. Model performance evaluations and user studies confirm that Tailor-Mind improves the self-regulated learning experience, effectively validating the proposed framework.

Long-video understanding has emerged as a crucial capability in real-world applications such as video surveillance, meeting summarization, educational lecture analysis, and sports broadcasting. However, it remains computationally prohibitive for VideoLLMs, primarily due to two bottlenecks: 1) sequential video decoding, the process of converting the raw bit stream to RGB frames can take up to a minute for hour-long video inputs, and 2) costly prefilling of up to several million tokens for LLM inference, resulting in high latency and memory use. To address these challenges, we propose QuickVideo, a system-algorithm co-design that substantially accelerates long-video understanding to support real-time downstream applications. It comprises three key innovations: QuickDecoder, a parallelized CPU-based video decoder that achieves 2-3 times speedup by splitting videos into keyframe-aligned intervals processed concurrently; QuickPrefill, a memory-efficient prefilling method using KV-cache pruning to support more frames with less GPU memory; and an overlapping scheme that overlaps CPU video decoding with GPU inference. Together, these components infernece time reduce by a minute on long video inputs, enabling scalable, high-quality video understanding even on limited hardware. Experiments show that QuickVideo generalizes across durations and sampling rates, making long video processing feasible in practice.

Large Language Models (LLMs) are increasingly deployed in persona-driven applications such as education, customer service, and social platforms, where models are prompted to adopt specific personas when interacting with users. While persona conditioning can improve user experience and engagement, it also raises concerns about how personality cues may interact with gender biases and stereotypes. In this work, we present a controlled study of persona-conditioned story generation in English and Hindi, where each story portrays a working professional in India producing context-specific artifacts (e.g., lesson plans, reports, letters) under systematically varied persona gender, occupational role, and personality traits from the HEXACO and Dark Triad frameworks. Across 23,400 generated stories from six state-of-the-art LLMs, we find that personality traits are significantly associated with both the magnitude and direction of gender bias. In particular, Dark Triad personality traits are consistently associated with higher gender-stereotypical representations compared to socially desirable HEXACO traits, though these associations vary across models and languages. Our findings demonstrate that gender bias in LLMs is not static but context-dependent. This suggests that persona-conditioned systems used in real-world applications may introduce uneven representational harms, reinforcing gender stereotypes in generated educational, professional, or social content.

Phone recognition (PR) serves as the atomic interface for language-agnostic modeling for cross-lingual speech processing and phonetic analysis. Despite prolonged efforts in developing PR systems, current evaluations only measure surface-level transcription accuracy. We introduce PRiSM, the first open-source benchmark designed to expose blind spots in phonetic perception through intrinsic and extrinsic evaluation of PR systems. PRiSM standardizes transcription-based evaluation and assesses downstream utility in clinical, educational, and multilingual settings with transcription and representation probes. We find that diverse language exposure during training is key to PR performance, encoder-CTC models are the most stable, and specialized PR models still outperform Large Audio Language Models. PRiSM releases code, recipes, and datasets to move the field toward multilingual speech models with robust phonetic ability: https://github.com/changelinglab/prism.

Plane Geometry Diagram Synthesis has been a crucial task in computer graphics, with applications ranging from educational tools to AI-driven mathematical reasoning. Traditionally, we rely on manual tools (e.g., Matplotlib and GeoGebra) to generate precise diagrams, but this usually requires huge, complicated calculations. Recently, researchers start to work on model-based methods (e.g., Stable Diffusion and GPT5) to automatically generate diagrams, saving operational cost but usually suffering from limited realism and insufficient accuracy. In this paper, we propose a novel framework GeoSDF, to automatically generate diagrams efficiently and accurately with Signed Distance Field (SDF). Specifically, we first represent geometric elements (e.g., points, segments, and circles) in the SDF, then construct a series of constraint functions to represent geometric relationships. Next, we optimize those constructed constraint functions to get an optimized field of both elements and constraints. Finally, by rendering the optimized field, we can obtain the synthesized diagram. In our GeoSDF, we define a symbolic language to represent geometric elements and constraints, and our synthesized geometry diagrams can be self-verified in the SDF, ensuring both mathematical accuracy and visual plausibility. In experiments, through both qualitative and quantitative analysis, GeoSDF synthesized both normal high-school level and IMO-level geometry diagrams. We achieve 88.67\% synthesis accuracy by human evaluation in the IMO problem set. Furthermore, we obtain a very high accuracy of solving geometry problems (over 95\% while the current SOTA accuracy is around 75%) by leveraging our self-verification property. All of these demonstrate the advantage of GeoSDF, paving the way for more sophisticated, accurate, and flexible generation of geometric diagrams for a wide array of applications.

Communicating complex system designs or scientific processes through text alone is inefficient and prone to ambiguity. A system that automatically generates scientific architecture diagrams from text with high semantic fidelity can be useful in multiple applications like enterprise architecture visualization, AI-driven software design, and educational content creation. Hence, in this paper, we focus on leveraging language models to perform semantic understanding of the input text description to generate intermediate code that can be processed to generate high-fidelity architecture diagrams. Unfortunately, no clean large-scale open-access dataset exists, implying lack of any effective open models for this task. Hence, we contribute a comprehensive dataset, \system, comprising scientific architecture images, their corresponding textual descriptions, and associated DOT code representations. Leveraging this resource, we fine-tune a suite of small language models, and also perform in-context learning using GPT-4o. Through extensive experimentation, we show that models significantly outperform existing baseline models like DiagramAgent and perform at par with in-context learning-based generations from GPT-4o. We make the code, data and models publicly available.

Despite rapid AI adoption in education, rigorous evaluation of AI-powered educational (AIED) systems remains critically underdeveloped, particularly in second language (L2) education, one of the most common yet least evaluated AI applications. We introduce L2-Bench, an open-source benchmark of 1,000+ task-response pairs to aid the pedagogy-led evaluation of LLM capabilities relating to language learning and assessment. Crucially, L2-Bench measures model performativity on the application of learning experience design principles rather than mere knowledge of those principles or broad learning outcomes. Our contributions include: (1) a validated taxonomy of 12 competencies and 31 subcompetencies validated by 200+ expert practitioners (task authenticity: 4.42/5.00, criteria adequacy: 4.18/5.00); (2) a rubric-based evaluation methodology that we believe can, if adapted, generalize to similar (open-ended, qualitative) disciplines; (3) an evaluation dataset that produces reliable signal about model strengths, weaknesses, and contextual robustness across diverse L2 education scenarios. We find that, among large models, Claude Opus 4.7 performs best overall (85.5%), though is marginally outperformed on several constituent tasks. We also find that performance drops notably on harder tasks (69.9% to 73.4%). L2-Bench provides education stakeholders better methods to make more informed decisions about real-world AIED adoption, use, and governance, while advancing the maturing science of AI evaluations for education.

Multimodal Large Language Models (MLLMs) hold significant promise for revolutionizing traditional education and reducing teachers' workload. However, accurately interpreting unconstrained STEM student handwritten solutions with intertwined mathematical formulas, diagrams, and textual reasoning poses a significant challenge due to the lack of authentic and domain-specific benchmarks. Additionally, current evaluation paradigms predominantly rely on the outcomes of downstream tasks (e.g., auto-grading), which often probe only a subset of the recognized content, thereby failing to capture the MLLMs' understanding of complex handwritten logic as a whole. To bridge this gap, we release EDU-CIRCUIT-HW, a dataset consisting of 1,300+ authentic student handwritten solutions from a university-level STEM course. Utilizing the expert-verified verbatim transcriptions and grading reports of student solutions, we simultaneously evaluate various MLLMs' upstream recognition fidelity and downstream auto-grading performance. Our evaluation uncovers an astonishing scale of latent failures within MLLM-recognized student handwritten content, highlighting the models' insufficient reliability for auto-grading and other understanding-oriented applications in high-stakes educational settings. As a potential solution, we present a case study demonstrating that leveraging identified error patterns to preemptively detect and correct recognition errors, while requiring only minimal human intervention (e.g., routing 3.3% of assignments to human graders and the remainder to the GPT-5.1 grader), can effectively enhance the robustness of the deployed AI-enabled grading system. Code and dataset are available in this GitHub repo: https://gt-learning-innovation.github.io/CIRCUIT_EDU_HW_ACL.

Large Language Models (LLMs) are now increasingly widely used to simulate personas in virtual environments, leveraging their instruction-following capability. However, we discovered that even state-of-the-art LLMs cannot simulate personas with reversed performance (e.g., student personas with low proficiency in educational settings), which impairs the simulation diversity and limits the practical applications of the simulated environments. In this work, using mathematical reasoning as a representative scenario, we propose the first benchmark dataset for evaluating LLMs on simulating personas with reversed performance, a capability that we dub "counterfactual instruction following". We evaluate both open-weight and closed-source LLMs on this task and find that LLMs, including the OpenAI o1 reasoning model, all struggle to follow counterfactual instructions for simulating reversedly performing personas. Intersectionally simulating both the performance level and the race population of a persona worsens the effect even further. These results highlight the challenges of counterfactual instruction following and the need for further research.

How do security scanners perform on real-world code? We present RealVuln, the first open-source benchmark comparing Rule-Based SAST, General-Purpose LLMs, and Security-Specialized scanners on 26 intentionally vulnerable Python repositories (educational and Capture-The-Flag applications) with 796 hand-labeled entries (676 vulnerabilities, 120 false-positive traps). We test 15 scanners (3 Rule-Based SAST, 10 General-Purpose LLM, 2 Security-Specialized) and rank them by F3 score (beta=3, weighting recall 9x over precision). A clear three-tier ranking emerges under all metrics. Under F3, the Security-Specialized scanner Kolega.Dev (73.0) leads, followed by the best General-Purpose LLM, Claude Sonnet 4.6 (51.7), which in turn scores nearly 3x higher than the best Rule-Based tool, Semgrep (17.7). Under F1, Sonnet 4.6 leads (60.9) with Kolega.Dev at 52.4. Rankings within tiers shift with beta, but the three-tier hierarchy holds across all weightings. All code, ground-truth data, scanner outputs, and scoring scripts are released under an open-source license. An interactive dashboard is at https://realvuln.kolega.dev/. RealVuln is a living benchmark: versioned, community-driven, with a roadmap toward multi-language coverage.

This paper introduces a cost-effective robotic handwriting system designed to replicate human-like handwriting with high precision. Combining a Raspberry Pi Pico microcontroller, 3D-printed components, and a machine learning-based handwriting generation model implemented via TensorFlow, the system converts user-supplied text into realistic stroke trajectories. By leveraging lightweight 3D-printed materials and efficient mechanical designs, the system achieves a total hardware cost of approximately \56, significantly undercutting commercial alternatives. Experimental evaluations demonstrate handwriting precision within \pm$0.3 millimeters and a writing speed of approximately 200 mm/min, positioning the system as a viable solution for educational, research, and assistive applications. This study seeks to lower the barriers to personalized handwriting technologies, making them accessible to a broader audience.

Fairness is an increasingly important concern as machine learning models are used to support decision making in high-stakes applications such as mortgage lending, hiring, and prison sentencing. This paper introduces a new open source Python toolkit for algorithmic fairness, AI Fairness 360 (AIF360), released under an Apache v2.0 license {https://github.com/ibm/aif360). The main objectives of this toolkit are to help facilitate the transition of fairness research algorithms to use in an industrial setting and to provide a common framework for fairness researchers to share and evaluate algorithms. The package includes a comprehensive set of fairness metrics for datasets and models, explanations for these metrics, and algorithms to mitigate bias in datasets and models. It also includes an interactive Web experience (https://aif360.mybluemix.net) that provides a gentle introduction to the concepts and capabilities for line-of-business users, as well as extensive documentation, usage guidance, and industry-specific tutorials to enable data scientists and practitioners to incorporate the most appropriate tool for their problem into their work products. The architecture of the package has been engineered to conform to a standard paradigm used in data science, thereby further improving usability for practitioners. Such architectural design and abstractions enable researchers and developers to extend the toolkit with their new algorithms and improvements, and to use it for performance benchmarking. A built-in testing infrastructure maintains code quality.

The performance of Automatic Speech Recognition (ASR) systems has constantly increased in state-of-the-art development. However, performance tends to decrease considerably in more challenging conditions (e.g., background noise, multiple speaker social conversations) and with more atypical speakers (e.g., children, non-native speakers or people with speech disorders), which signifies that general improvements do not necessarily transfer to applications that rely on ASR, e.g., educational software for younger students or language learners. In this study, we focus on the gap in performance between recognition results for native and non-native, read and spontaneous, Swedish utterances transcribed by different ASR services. We compare the recognition results using Word Error Rate and analyze the linguistic factors that may generate the observed transcription errors.

While Generative AI has demonstrated strong potential and versatility in content generation, its application to educational contexts presents several challenges. Models often fail to align with curriculum standards and maintain grade-appropriate reading levels consistently. Furthermore, STEM education poses additional challenges in balancing scientific explanations with everyday language when introducing complex and abstract ideas and phenomena to younger students. In this work, we propose COGENT, a curriculum-oriented framework for generating grade-appropriate educational content. We incorporate three curriculum components (science concepts, core ideas, and learning objectives), control readability through length, vocabulary, and sentence complexity, and adopt a ``wonder-based'' approach to increase student engagement and interest. We conduct a multi-dimensional evaluation via both LLM-as-a-judge and human expert analysis. Experimental results show that COGENT consistently produces grade-appropriate passages that are comparable or superior to human references. Our work establishes a viable approach for scaling adaptive and high-quality learning resources.

As large language models continue to advance, their application in educational contexts remains underexplored and under-optimized. In this paper, we address this gap by introducing the first diverse benchmark tailored for educational scenarios, incorporating synthetic data containing 9 major scenarios and over 4,000 distinct educational contexts. To enable comprehensive assessment, we propose a set of multi-dimensional evaluation metrics that cover 12 critical aspects relevant to both teachers and students. We further apply human annotation to ensure the effectiveness of the model-generated evaluation responses. Additionally, we succeed to train a relatively small-scale model on our constructed dataset and demonstrate that it can achieve performance comparable to state-of-the-art large models (e.g., Deepseek V3, Qwen Max) on the test set. Overall, this work provides a practical foundation for the development and evaluation of education-oriented language models. Code and data are released at https://github.com/ybai-nlp/EduBench.

Machine learning plays an increasing role in intelligent tutoring systems as both the amount of data available and specialization among students grow. Nowadays, these systems are frequently deployed on mobile applications. Users on such mobile education platforms are dynamic, frequently being added, accessing the application with varying levels of focus, and changing while using the service. The education material itself, on the other hand, is often static and is an exhaustible resource whose use in tasks such as problem recommendation must be optimized. The ability to update user models with respect to educational material in real-time is thus essential; however, existing approaches require time-consuming re-training of user features whenever new data is added. In this paper, we introduce a neural pedagogical agent for real-time user modeling in the task of predicting user response correctness, a central task for mobile education applications. Our model, inspired by work in natural language processing on sequence modeling and machine translation, updates user features in real-time via bidirectional recurrent neural networks with an attention mechanism over embedded question-response pairs. We experiment on the mobile education application SantaTOEIC, which has 559k users, 66M response data points as well as a set of 10k study problems each expert-annotated with topic tags and gathered since 2016. Our model outperforms existing approaches over several metrics in predicting user response correctness, notably out-performing other methods on new users without large question-response histories. Additionally, our attention mechanism and annotated tag set allow us to create an interpretable education platform, with a smart review system that addresses the aforementioned issue of varied user attention and problem exhaustion.

Large Language Models (LLMs) have significantly advanced smart education in the Artificial General Intelligence (AGI) era. A promising application lies in the automatic generalization of instructional design for curriculum and learning activities, focusing on two key aspects: (1) Customized Generation: generating niche-targeted teaching content based on students' varying learning abilities and states, and (2) Intelligent Optimization: iteratively optimizing content based on feedback from learning effectiveness or test scores. Currently, a single large LLM cannot effectively manage the entire process, posing a challenge for designing intelligent teaching plans. To address these issues, we developed EduPlanner, an LLM-based multi-agent system comprising an evaluator agent, an optimizer agent, and a question analyst, working in adversarial collaboration to generate customized and intelligent instructional design for curriculum and learning activities. Taking mathematics lessons as our example, EduPlanner employs a novel Skill-Tree structure to accurately model the background mathematics knowledge of student groups, personalizing instructional design for curriculum and learning activities according to students' knowledge levels and learning abilities. Additionally, we introduce the CIDDP, an LLM-based five-dimensional evaluation module encompassing clarity, Integrity, Depth, Practicality, and Pertinence, to comprehensively assess mathematics lesson plan quality and bootstrap intelligent optimization. Experiments conducted on the GSM8K and Algebra datasets demonstrate that EduPlanner excels in evaluating and optimizing instructional design for curriculum and learning activities. Ablation studies further validate the significance and effectiveness of each component within the framework. Our code is publicly available at https://github.com/Zc0812/Edu_Planner

Understanding complex scientific and mathematical concepts, particularly those presented in dense research papers, poses a significant challenge for learners. Dynamic visualizations can greatly enhance comprehension, but creating them manually is time-consuming and requires specialized knowledge and skills. We introduce manimator, an open-source system that leverages Large Language Models to transform research papers and natural language prompts into explanatory animations using the Manim engine. Manimator employs a pipeline where an LLM interprets the input text or research paper PDF to generate a structured scene description outlining key concepts, mathematical formulas, and visual elements and another LLM translates this description into executable Manim Python code. We discuss its potential as an educational tool for rapidly creating engaging visual explanations for complex STEM topics, democratizing the creation of high-quality educational content.

In AI-facilitated teaching, leveraging various query styles to interpret abstract educational content is crucial for delivering effective and accessible learning experiences. However, existing retrieval systems predominantly focus on natural text-image matching and lack the capacity to address the diversity and ambiguity inherent in real-world educational scenarios. To address this limitation, we develop a lightweight and efficient multi-modal retrieval module, named Uni-Retrieval, which extracts query-style prototypes and dynamically matches them with tokens from a continually updated Prompt Bank. This Prompt Bank encodes and stores domain-specific knowledge by leveraging a Mixture-of-Expert Low-Rank Adaptation (MoE-LoRA) module and can be adapted to enhance Uni-Retrieval's capability to accommodate unseen query types at test time. To enable natural language educational content generation, we integrate the original Uni-Retrieval with a compact instruction-tuned language model, forming a complete retrieval-augmented generation pipeline named Uni-RAG. Given a style-conditioned query, Uni-RAG first retrieves relevant educational materials and then generates human-readable explanations, feedback, or instructional content aligned with the learning objective. Experimental results on SER and other multi-modal benchmarks show that Uni-RAG outperforms baseline retrieval and RAG systems in both retrieval accuracy and generation quality, while maintaining low computational cost. Our framework provides a scalable, pedagogically grounded solution for intelligent educational systems, bridging retrieval and generation to support personalized, explainable, and efficient learning assistance across diverse STEM scenarios.

The current study describes a cost-effective method for adapting large language models (LLMs) for academic advising with study-abroad contexts in mind and for application in low-resource methods for acculturation. With the Mistral-7B-Instruct model applied with a Low-Rank Adaptation (LoRA) method and a 4-bit quantization method, the model underwent training in two distinct stages related to this study's purpose to enhance domain specificity while maintaining computational efficiency. In Phase 1, the model was conditioned with a synthetic dataset via the Gemini Pro API, and in Phase 2, it was trained with manually curated datasets from the StudyAbroadGPT project to achieve enhanced, contextualized responses. Technical innovations entailed memory-efficient quantization, parameter-efficient adaptation, and continuous training analytics via Weights & Biases. After training, this study demonstrated a reduction in training loss by 52.7%, 92% accuracy in domain-specific recommendations, achieved 95% markdown-based formatting support, and a median run-rate of 100 samples per second on off-the-shelf GPU equipment. These findings support the effective application of instruction-tuned LLMs within educational advisers, especially in low-resource institutional scenarios. Limitations included decreased generalizability and the application of a synthetically generated dataset, but this framework is scalable for adding new multilingual-augmented and real-time academic advising processes. Future directions may include plans for the integration of retrieval-augmented generation, applying dynamic quantization routines, and connecting to real-time academic databases to increase adaptability and accuracy.

The integration of large language models (LLMs) into education presents unprecedented opportunities for scalable personalized learning. However, standard LLMs often function as generic information providers, lacking alignment with fundamental pedagogical principles such as helpfulness, student-centered personalization, and creativity cultivation. To bridge this gap, we propose EduAlign, a novel framework designed to guide LLMs toward becoming more effective and responsible educational assistants. EduAlign consists of two main stages. In the first stage, we curate a dataset of 8k educational interactions and annotate them-both manually and automatically-along three key educational dimensions: Helpfulness, Personalization, and Creativity (HPC). These annotations are used to train HPC-RM, a multi-dimensional reward model capable of accurately scoring LLM outputs according to these educational principles. We further evaluate the consistency and reliability of this reward model. In the second stage, we leverage HPC-RM as a reward signal to fine-tune a pre-trained LLM using Group Relative Policy Optimization (GRPO) on a set of 2k diverse prompts. We then assess the pre- and post-finetuning models on both educational and general-domain benchmarks across the three HPC dimensions. Experimental results demonstrate that the fine-tuned model exhibits significantly improved alignment with pedagogical helpfulness, personalization, and creativity stimulation. This study presents a scalable and effective approach to aligning LLMs with nuanced and desirable educational traits, paving the way for the development of more engaging, pedagogically aligned AI tutors.

This research article highlights the potential of AI-powered chatbots in education and presents the results of using ChatGPT, a large language model, to complete the Vietnamese National High School Graduation Examination (VNHSGE). The study dataset included 30 essays in the literature test case and 1,700 multiple-choice questions designed for other subjects. The results showed that ChatGPT was able to pass the examination with an average score of 6-7, demonstrating the technology's potential to revolutionize the educational landscape. The analysis of ChatGPT performance revealed its proficiency in a range of subjects, including mathematics, English, physics, chemistry, biology, history, geography, civic education, and literature, which suggests its potential to provide effective support for learners. However, further research is needed to assess ChatGPT performance on more complex exam questions and its potential to support learners in different contexts. As technology continues to evolve and improve, we can expect to see the use of AI tools like ChatGPT become increasingly common in educational settings, ultimately enhancing the educational experience for both students and educators.

The use of artificial intelligence (AI) offers various possibilities to expand and support educational research. Specifically, the implementation of AI can be used to develop new frameworks to establish new research tools that accelerate and meaningfully expand the efficiency of data evaluation and interpretation (Buckingham Shum et al., 2023). This article presents the prototype of the FACTS-V1 (Filtering and Analysis of Content in Textual Sources) framework. With the help of the application, numerous scientific papers can be automatically extracted, analyzed and interpreted from open access document servers without having to rely on proprietary applications and their limitations. The FACTS-V1 prototype consists of three building blocks. The first part deals with the extraction of texts, the second with filtering and interpretation, and the last with the actual statistical evaluation (topic modeling) using an interactive overview. The aim of the framework is to provide recommendations for future scientific questions based on existing data. The functionality is illustrated by asking how the use of AI will change the education sector. The data used to answer the question comes from 82 scientific papers on the topic of AI from 2024. The papers are publicly available on the peDOCS document server of the Leibniz Institute for Educational Research and Educational Information.

EduChat (https://www.educhat.top/) is a large-scale language model (LLM)-based chatbot system in the education domain. Its goal is to support personalized, fair, and compassionate intelligent education, serving teachers, students, and parents. Guided by theories from psychology and education, it further strengthens educational functions such as open question answering, essay assessment, Socratic teaching, and emotional support based on the existing basic LLMs. Particularly, we learn domain-specific knowledge by pre-training on the educational corpus and stimulate various skills with tool use by fine-tuning on designed system prompts and instructions. Currently, EduChat is available online as an open-source project, with its code, data, and model parameters available on platforms (e.g., GitHub https://github.com/icalk-nlp/EduChat, Hugging Face https://huggingface.co/ecnu-icalk ). We also prepare a demonstration of its capabilities online (https://vimeo.com/851004454). This initiative aims to promote research and applications of LLMs for intelligent education.

Educational crosswords offer numerous benefits for students, including increased engagement, improved understanding, critical thinking, and memory retention. Creating high-quality educational crosswords can be challenging, but recent advances in natural language processing and machine learning have made it possible to use language models to generate nice wordplays. The exploitation of cutting-edge language models like GPT3-DaVinci, GPT3-Curie, GPT3-Babbage, GPT3-Ada, and BERT-uncased has led to the development of a comprehensive system for generating and verifying crossword clues. A large dataset of clue-answer pairs was compiled to fine-tune the models in a supervised manner to generate original and challenging clues from a given keyword. On the other hand, for generating crossword clues from a given text, Zero/Few-shot learning techniques were used to extract clues from the input text, adding variety and creativity to the puzzles. We employed the fine-tuned model to generate data and labeled the acceptability of clue-answer parts with human supervision. To ensure quality, we developed a classifier by fine-tuning existing language models on the labeled dataset. Conversely, to assess the quality of clues generated from the given text using zero/few-shot learning, we employed a zero-shot learning approach to check the quality of generated clues. The results of the evaluation have been very promising, demonstrating the effectiveness of the approach in creating high-standard educational crosswords that offer students engaging and rewarding learning experiences.

This study introduces an evaluation benchmark for middle school algebra to be used in artificial intelligence(AI) based educational platforms. The goal is to support the design of AI systems that can enhance learner conceptual understanding of algebra by taking into account their current level of algebra comprehension. The data set comprises 55 misconceptions about algebra, common errors, and 220 diagnostic examples identified in previous peer-reviewed studies. We provide an example application using a large language model, observing a range of precision and recall scores depending on the topic and experimental setup that reaches 83.9% when including educator feedback and restricting it by topic. We found that topics such as ratios and proportions prove as difficult for LLMs as they are for students. We included a human assessment of LLMs results and feedback from five middle school math educators on the clarity and occurrence of misconceptions in the dataset and the potential use of AI in conjunction with the dataset. Most educators (80% or more) indicated that they encounter these misconceptions among their students, suggesting the relevance of the data set to teaching middle school algebra. Despite varying familiarity with AI tools, four out of five educators expressed interest in using the data set with AI to diagnose student misconceptions or train teachers. The results emphasize the importance of topic-constrained testing, the need for multimodal approaches, and the relevance of human expertise to gain practical insights when using AI for human learning.

The rapid integration of generative artificial intelligence into education has driven digital transformation in e-teaching, yet user perceptions of AI educational apps remain underexplored. This study performs a sentiment-driven evaluation of user reviews from top AI ed-apps on the Google Play Store to assess efficacy, challenges, and pedagogical implications. Our pipeline involved scraping app data and reviews, RoBERTa for binary sentiment classification, GPT-4o for key point extraction, and GPT-5 for synthesizing top positive/negative themes. Apps were categorized into seven types (e.g., homework helpers, math solvers, language tools), with overlaps reflecting multifunctional designs. Results indicate predominantly positive sentiments, with homework apps like Edu AI (95.9% positive) and Answer.AI (92.7%) leading in accuracy, speed, and personalization, while language/LMS apps (e.g., Teacher AI at 21.8% positive) lag due to instability and limited features. Positives emphasize efficiency in brainstorming, problem-solving, and engagement; negatives center on paywalls, inaccuracies, ads, and glitches. Trends show that homework helpers outperform specialized tools, highlighting AI's democratizing potential amid risks of dependency and inequity. The discussion proposes future ecosystems with hybrid AI-human models, VR/AR for immersive learning, and a roadmap for developers (adaptive personalization) and policymakers (monetization regulation for inclusivity). This underscores generative AI's role in advancing e-teaching by enabling ethical refinements that foster equitable, innovative environments. The full dataset is available here(https://github.com/erfan-nourbakhsh/GenAI-EdSent).

Teachers and students are increasingly relying on online learning resources to supplement the ones provided in school. This increase in the breadth and depth of available resources is a great thing for students, but only provided they are able to find answers to their queries. Question-answering and information retrieval systems have benefited from public datasets to train and evaluate their algorithms, but most of these datasets have been in English text written by and for adults. We introduce a new public French question-answering dataset collected from Alloprof, a Quebec-based primary and high-school help website, containing 29 349 questions and their explanations in a variety of school subjects from 10 368 students, with more than half of the explanations containing links to other questions or some of the 2 596 reference pages on the website. We also present a case study of this dataset in an information retrieval task. This dataset was collected on the Alloprof public forum, with all questions verified for their appropriateness and the explanations verified both for their appropriateness and their relevance to the question. To predict relevant documents, architectures using pre-trained BERT models were fine-tuned and evaluated. This dataset will allow researchers to develop question-answering, information retrieval and other algorithms specifically for the French speaking education context. Furthermore, the range of language proficiency, images, mathematical symbols and spelling mistakes will necessitate algorithms based on a multimodal comprehension. The case study we present as a baseline shows an approach that relies on recent techniques provides an acceptable performance level, but more work is necessary before it can reliably be used and trusted in a production setting.

Creating interactive STEM courseware traditionally requires HTML/CSS/JavaScript expertise, leaving barriers for educators. While generative AI can produce HTML codes, existing tools generate static presentations rather than interactive simulations, struggle with long documents, and lack pedagogical accuracy mechanisms. Furthermore, full regeneration for modifications requires 200--600 seconds, disrupting creative flow. We present MAIC-UI, a zero-code authoring system that enables educators to create and rapidly edit interactive courseware from textbooks, PPTs, and PDFs. MAIC-UI employs: (1) structured knowledge analysis with multi-modal understanding to ensure pedagogical rigor; (2) a two-stage generate-verify-optimize pipeline separating content alignment from visual refinement; and (3) Click-to-Locate editing with Unified Diff-based incremental generation achieving sub-10-second iteration cycles. A controlled lab study with 40 participants shows MAIC-UI reduces editing iterations (4.9 vs. 7.0) and significantly improves learnability and controllability compared to direct Text-to-HTML generation. A three-month classroom deployment with 53 high school students demonstrates that MAIC-UI fosters learning agency and reduces outcome disparities -- the pilot class achieved 9.21-point gains in STEM subjects compared to -2.32 points in control classes. Our code is available at https://github.com/THU-MAIC/MAIC-UI.

Math word problems (MWPs) are critical K-12 educational tools, and customizing them to students' interests and ability levels can increase learning outcomes. However, teachers struggle to find time to customize MWPs for each student given large class sizes and increasing burnout. We propose that LLMs can support math education by generating MWPs customized to student interests and math education standards. To this end, we use a joint human expert-LLM judge approach to evaluate over 11,000 MWPs generated by open and closed LLMs and develop the first teacher-annotated dataset for standards-aligned educational MWP generation. We show the value of our data by using it to train a 12B open model that matches the performance of larger and more capable open models. We also use our teacher-annotated data to train a text classifier that enables a 30B open LLM to outperform existing closed baselines without any training. Next, we show our models' MWPs are more similar to human-written MWPs than those from existing models. We conclude by conducting the first study of customized LLM-generated MWPs with grade school students, finding they perform similarly on our models' MWPs relative to human-written MWPs but consistently prefer our customized MWPs.

Artificial intelligence (AI) has a profound impact on traditional education. In recent years, large language models (LLMs) have been increasingly used in various applications such as natural language processing, computer vision, speech recognition, and autonomous driving. LLMs have also been applied in many fields, including recommendation, finance, government, education, legal affairs, and finance. As powerful auxiliary tools, LLMs incorporate various technologies such as deep learning, pre-training, fine-tuning, and reinforcement learning. The use of LLMs for smart education (LLMEdu) has been a significant strategic direction for countries worldwide. While LLMs have shown great promise in improving teaching quality, changing education models, and modifying teacher roles, the technologies are still facing several challenges. In this paper, we conduct a systematic review of LLMEdu, focusing on current technologies, challenges, and future developments. We first summarize the current state of LLMEdu and then introduce the characteristics of LLMs and education, as well as the benefits of integrating LLMs into education. We also review the process of integrating LLMs into the education industry, as well as the introduction of related technologies. Finally, we discuss the challenges and problems faced by LLMEdu, as well as prospects for future optimization of LLMEdu.

We introduce Augmented Physics, a machine learning-integrated authoring tool designed for creating embedded interactive physics simulations from static textbook diagrams. Leveraging recent advancements in computer vision, such as Segment Anything and Multi-modal LLMs, our web-based system enables users to semi-automatically extract diagrams from physics textbooks and generate interactive simulations based on the extracted content. These interactive diagrams are seamlessly integrated into scanned textbook pages, facilitating interactive and personalized learning experiences across various physics concepts, such as optics, circuits, and kinematics. Drawing from an elicitation study with seven physics instructors, we explore four key augmentation strategies: 1) augmented experiments, 2) animated diagrams, 3) bi-directional binding, and 4) parameter visualization. We evaluate our system through technical evaluation, a usability study (N=12), and expert interviews (N=12). Study findings suggest that our system can facilitate more engaging and personalized learning experiences in physics education.

Online education platforms, leveraging the internet to distribute education resources, seek to provide convenient education but often fall short in real-time communication with students. They often struggle to offer personalized education resources due to the challenge of addressing the diverse obstacles students encounter throughout their learning journey. Recently, the emergence of large language models (LLMs), such as ChatGPT, offers the possibility for resolving this issue by comprehending individual requests. Although LLMs have been successful in various fields, creating an LLM-based education system is still challenging for the wide range of educational skills required. This paper reviews the recently emerged LLM researches related to educational capabilities, including mathematics, writing, programming, reasoning, and knowledge-based question answering, with the aim to explore their potential in constructing the next-generation intelligent education system. Based on the current development status, we further outline two approaches for an LLM-based education system: a unified approach and a mixture-of-expert (MoE) approach. Finally, we explore the challenges and future directions, providing new research opportunities and perspectives on adapting LLMs for education.

Multimodal large language models (MLLMs) still perform poorly on scientific tasks, particularly those requiring multi-step and interpretable reasoning. Their limitations include insufficient scientific reasoning patterns, lack of global coherence in multi-step inference, and the absence of reflective self-correction, making them unreliable in structured scientific contexts. We introduce EduFlow, the first end-to-end framework that covers the full pipeline of educational scientific reasoning, including data selection, MCTS-based trajectory construction, model training, and output optimization. At its core is EduPRM, a process-aware reward model that critiques reasoning steps with tags and justifications. EduPRM is trained via curriculum learning on three complementary supervision sources: MCTS-guided trajectories, error-injected critiques, and teacher-student dialogues, enabling dynamic adaptation to multi-stage problem solving and iterative refinement during inference. We further propose EduMCTS, a domain-adapted search framework that introduces bootstrapping actions specifically designed for educational reasoning, such as a self-reflection mechanism that promotes reflective error correction. It further leverages EduPRM's fine-grained feedback to guide the search toward higher-quality reasoning trajectories. By applying self-consistency and rejection sampling, we constructed EduMCTS-160K, a large-scale dataset of educational reasoning trajectories. Extensive experiments demonstrate that EduFlow enhances reasoning consistency and coherence. Code, data, and models will be released.

The integration of Large Language Models (LLMs), especially ChatGPT, into education is poised to revolutionize students' learning experiences by introducing innovative conversational learning methodologies. To empower students to fully leverage the capabilities of ChatGPT in educational scenarios, understanding students' interaction patterns with ChatGPT is crucial for instructors. However, this endeavor is challenging due to the absence of datasets focused on student-ChatGPT conversations and the complexities in identifying and analyzing the evolutional interaction patterns within conversations. To address these challenges, we collected conversational data from 48 students interacting with ChatGPT in a master's level data visualization course over one semester. We then developed a coding scheme, grounded in the literature on cognitive levels and thematic analysis, to categorize students' interaction patterns with ChatGPT. Furthermore, we present a visual analytics system, StuGPTViz, that tracks and compares temporal patterns in student prompts and the quality of ChatGPT's responses at multiple scales, revealing significant pedagogical insights for instructors. We validated the system's effectiveness through expert interviews with six data visualization instructors and three case studies. The results confirmed StuGPTViz's capacity to enhance educators' insights into the pedagogical value of ChatGPT. We also discussed the potential research opportunities of applying visual analytics in education and developing AI-driven personalized learning solutions.

Artificial general intelligence (AGI) has gained global recognition as a future technology due to the emergence of breakthrough large language models and chatbots such as GPT-4 and ChatGPT, respectively. Compared to conventional AI models, typically designed for a limited range of tasks, demand significant amounts of domain-specific data for training and may not always consider intricate interpersonal dynamics in education. AGI, driven by the recent large pre-trained models, represents a significant leap in the capability of machines to perform tasks that require human-level intelligence, such as reasoning, problem-solving, decision-making, and even understanding human emotions and social interactions. This position paper reviews AGI's key concepts, capabilities, scope, and potential within future education, including achieving future educational goals, designing pedagogy and curriculum, and performing assessments. It highlights that AGI can significantly improve intelligent tutoring systems, educational assessment, and evaluation procedures. AGI systems can adapt to individual student needs, offering tailored learning experiences. They can also provide comprehensive feedback on student performance and dynamically adjust teaching methods based on student progress. The paper emphasizes that AGI's capabilities extend to understanding human emotions and social interactions, which are critical in educational settings. The paper discusses that ethical issues in education with AGI include data bias, fairness, and privacy and emphasizes the need for codes of conduct to ensure responsible AGI use in academic settings like homework, teaching, and recruitment. We also conclude that the development of AGI necessitates interdisciplinary collaborations between educators and AI engineers to advance research and application efforts.

Math word problems are critical K-8 educational tools, but writing them is time-consuming and requires domain expertise. We suggest that language models can support K-8 math education by automatically generating problems at scale. To be educational, generated problems must be 1) solvable, 2) accurate, and 3) appropriate. Existing datasets are unlabeled for these criteria, making them ill-suited for training problem generators. We introduce MATHWELL, a Llama-2 (70B) model iteratively finetuned to generate K-8 math word problems using data from expert annotation. Using MATHWELL, we generate the largest English word problem dataset to date, containing 20,490 problems. 3,484 are scored by domain experts who find MATHWELL has a 40% higher share of problems that have executable solutions and meet all criteria than alternatives, with 74% of its problems with executable solutions being solvable, accurate, and appropriate.

Visuals are valuable tools for teaching math word problems (MWPs), helping young learners interpret textual descriptions into mathematical expressions before solving them. However, creating such visuals is labor-intensive and there is a lack of automated methods to support this process. In this paper, we present Math2Visual, an automatic framework for generating pedagogically meaningful visuals from MWP text descriptions. Math2Visual leverages a pre-defined visual language and a design space grounded in interviews with math teachers, to illustrate the core mathematical relationships in MWPs. Using Math2Visual, we construct an annotated dataset of 1,903 visuals and evaluate Text-to-Image (TTI) models for their ability to generate visuals that align with our design. We further fine-tune several TTI models with our dataset, demonstrating improvements in educational visual generation. Our work establishes a new benchmark for automated generation of pedagogically meaningful visuals and offers insights into key challenges in producing multimodal educational content, such as the misrepresentation of mathematical relationships and the omission of essential visual elements.

We introduce AI University (AI-U), a flexible framework for AI-driven course content delivery that adapts to instructors' teaching styles. At its core, AI-U fine-tunes a large language model (LLM) with retrieval-augmented generation (RAG) to generate instructor-aligned responses from lecture videos, notes, and textbooks. Using a graduate-level finite-element-method (FEM) course as a case study, we present a scalable pipeline to systematically construct training data, fine-tune an open-source LLM with Low-Rank Adaptation (LoRA), and optimize its responses through RAG-based synthesis. Our evaluation - combining cosine similarity, LLM-based assessment, and expert review - demonstrates strong alignment with course materials. We also have developed a prototype web application, available at https://my-ai-university.com, that enhances traceability by linking AI-generated responses to specific sections of the relevant course material and time-stamped instances of the open-access video lectures. Our expert model is found to have greater cosine similarity with a reference on 86% of test cases. An LLM judge also found our expert model to outperform the base Llama 3.2 model approximately four times out of five. AI-U offers a scalable approach to AI-assisted education, paving the way for broader adoption in higher education. Here, our framework has been presented in the setting of a class on FEM - a subject that is central to training PhD and Master students in engineering science. However, this setting is a particular instance of a broader context: fine-tuning LLMs to research content in science.

Today's generative AI systems are tuned to present information by default rather than engage users in service of learning as a human tutor would. To address the wide range of potential education use cases for these systems, we reframe the challenge of injecting pedagogical behavior as one of pedagogical instruction following, where training and evaluation examples include system-level instructions describing the specific pedagogy attributes present or desired in subsequent model turns. This framing avoids committing our models to any particular definition of pedagogy, and instead allows teachers or developers to specify desired model behavior. It also clears a path to improving Gemini models for learning -- by enabling the addition of our pedagogical data to post-training mixtures -- alongside their rapidly expanding set of capabilities. Both represent important changes from our initial tech report. We show how training with pedagogical instruction following produces a LearnLM model (available on Google AI Studio) that is preferred substantially by expert raters across a diverse set of learning scenarios, with average preference strengths of 31\% over GPT-4o, 11\% over Claude 3.5, and 13\% over the Gemini 1.5 Pro model LearnLM was based on.

Many open educational resources are lacking in accessibility, especially in-depth image descriptions. In subjects like Science and Mathematics, however, it can be particularly difficult to write image descriptions since there can be many complicated expressions and names depending upon the course level. To help fill that gap in a small way, we introduce Math Image Descriptions for Accessible Learning (MIDAL), a math image-description dataset of 2,020 mathematical images spanning multiple educational levels, to aid in training vision language models to create image descriptions following accessibility best practices. We hope MIDAL is a valuable resource in enhancing the conversation and innovation regarding accessibility of STEM content in higher education. This dataset is however not just limited in math description generation but can also be used to fine-tune language models that can have improved mathematical reasoning and answers.

Educational illustrations play a central role in communicating abstract concepts, yet current multimodal large language models (MLLMs) remain limited in producing pedagogically coherent and semantically consistent educational visuals. We introduce MAGMA-Edu, a self-reflective multi-agent framework that unifies textual reasoning and diagrammatic synthesis for structured educational problem generation. Unlike existing methods that treat text and image generation independently, MAGMA-Edu employs a two-stage co-evolutionary pipeline: (1) a generation-verification-reflection loop that iteratively refines question statements and solutions for mathematical accuracy, and (2) a code-based intermediate representation that enforces geometric fidelity and semantic alignment during image rendering. Both stages are guided by internal self-reflection modules that evaluate and revise outputs until domain-specific pedagogical constraints are met. Extensive experiments on multimodal educational benchmarks demonstrate the superiority of MAGMA-Edu over state-of-the-art MLLMs. Compared to GPT-4o, MAGMA-Edu improves the average textual metric from 57.01 to 92.31 (+35.3 pp) and boosts image-text consistency (ITC) from 13.20 to 85.24 (+72 pp). Across all model backbones, MAGMA-Edu achieves the highest scores (Avg-Text 96.20, ITC 99.12), establishing a new state of the art for multimodal educational content generation and demonstrating the effectiveness of self-reflective multi-agent collaboration in pedagogically aligned vision-language reasoning.

Program repair techniques offer cost-saving benefits for debugging within software development and programming education scenarios. With the proven effectiveness of Large Language Models (LLMs) in code-related tasks, researchers have explored their potential for program repair. However, it is crucial to recognize that existing repair benchmarks may have influenced LLM training data, potentially causing data leakage. To evaluate LLMs' realistic repair capabilities, (1) we introduce an extensive, non-crawled benchmark, referred to as TutorCode, comprising 1,239 C++ defect codes and associated information such as tutor guidance, solution description, failing test cases, and the corrected code. Our work assesses the repair performance of 12 LLMs on TutorCode, measuring repair correctness (TOP-5 and AVG-5) and patch precision (RPSR). (2) We then provide a comprehensive investigation into which types of extra information can help LLMs improve their performance in repairing defects. Among these types, tutor guidance was found to be the most effective information in enhancing LLM repair capabilities. To fully harness LLMs' conversational capabilities and the benefits of augmented information, (3) we introduce a novel conversational semi-automatic repair framework CREF assisting human tutor. It demonstrates a remarkable AVG-5 improvement of 17.2%-24.6% compared to the baseline, achieving an impressive AVG-5 of 76.6% when utilizing GPT-4. These results highlight the potential for enhancing LLMs' repair capabilities through interactions with tutors and historical conversations involving incorrect responses. The successful application of CREF in a real-world educational setting demonstrates its effectiveness in reducing tutors' workload and improving students' learning experience, while also showcasing its promise for facilitating other software engineering tasks, such as code review.

Adapting instruction to the fine-grained needs of individual students is a powerful application of recent advances in large language models. These generative AI models can create tasks that correspond to students' interests and enact context personalization, enhancing students' interest in learning academic content. However, when there is a teacher in-the-loop creating or modifying tasks with generative AI, it is unclear how efficient this process might be, despite commercial generative AI tools' claims that they will save teachers time. In the present study, we teamed 7 middle school mathematics teachers with ChatGPT to create personalized versions of problems in their curriculum, to correspond to their students' interests. We look at the prompting moves teachers made, their efficiency when creating problems, and the reactions of their 521 7th grade students who received the personalized assignments. We find that having a teacher-in-the-loop results in generative AI-enhanced personalization being enacted at a relatively broad grain size, whereas students tend to prefer a smaller grain size where they receive specific popular culture references that interest them. Teachers spent a lot of effort adjusting popular culture references and addressing issues with the depth or realism of the problems generated, giving higher or lower levels of ownership to the generative AI. Teachers were able to improve in their ability to craft interesting problems in partnership with generative AI, but this process did not appear to become particularly time efficient as teachers learned and reflected on their students' data, iterating their approaches.

NFTrig is a web-based application created for use as an educational tool to teach trigonometry and block chain technology. Creation of the application includes front and back end development as well as integration with other outside sources including MetaMask and OpenSea. The primary development languages include HTML, CSS (Bootstrap 5), and JavaScript as well as Solidity for smart contract creation. The application itself is hosted on Moralis utilizing their Web3 API. This technical report describes how the application was created, what the application requires, and smart contract design with security considerations in mind. The NFTrig application has underwent significant testing and validation prior to and after deployment. Future suggestions and recommendations for further development, maintenance, and use in other fields for education are also described.

The widespread availability of large language models (LLMs), such as ChatGPT, has significantly impacted education, raising both opportunities and challenges. Students can frequently interact with LLM-powered, interactive learning tools, but their usage patterns need to be analyzed to ensure ethical usage of these tools. To better understand how students interact with LLMs in an academic setting, we introduce StudyChat, a publicly available dataset capturing real-world student interactions with an LLM-powered tutoring chatbot in a semester-long, university-level artificial intelligence (AI) course. We deploy a web application that replicates ChatGPT's core functionalities, and use it to log student interactions with the LLM while working on programming assignments. We collect 1,197 conversations, which we annotate using a dialogue act labeling schema inspired by observed interaction patterns and prior research. Additionally, we analyze these interactions, highlight behavioral trends, and analyze how specific usage patterns relate to course outcomes. StudyChat provides a rich resource for the learning sciences and AI in education communities, enabling further research into the evolving role of LLMs in education.

Large language model (LLM)-based evaluation pipelines have demonstrated their capability to robustly evaluate machine-generated text. Extending this methodology to assess human-written text could significantly benefit educational settings by providing direct feedback to enhance writing skills, although this application is not straightforward. In this paper, we investigate whether LLMs can effectively assess human-written text for educational purposes. We collected 100 texts from 32 Korean students across 15 types of writing and employed GPT-4-Turbo to evaluate them using grammaticality, fluency, coherence, consistency, and relevance as criteria. Our analyses indicate that LLM evaluators can reliably assess grammaticality and fluency, as well as more objective types of writing, though they struggle with other criteria and types of writing. We publicly release our dataset and feedback.

An important skill in critical thinking and argumentation is the ability to spot and recognize fallacies. Fallacious arguments, omnipresent in argumentative discourse, can be deceptive, manipulative, or simply leading to `wrong moves' in a discussion. Despite their importance, argumentation scholars and NLP researchers with focus on argumentation quality have not yet investigated fallacies empirically. The nonexistence of resources dealing with fallacious argumentation calls for scalable approaches to data acquisition and annotation, for which the serious games methodology offers an appealing, yet unexplored, alternative. We present Argotario, a serious game that deals with fallacies in everyday argumentation. Argotario is a multilingual, open-source, platform-independent application with strong educational aspects, accessible at www.argotario.net.

Effective mathematics education requires identifying and responding to students' mistakes. For AI to support pedagogical applications, models must perform well across different levels of student proficiency. Our work provides an extensive, year-long snapshot of how 11 vision-language models (VLMs) perform on DrawEduMath, a QA benchmark involving real students' handwritten, hand-drawn responses to math problems. We find that models' weaknesses concentrate on a core component of math education: student error. All evaluated VLMs underperform when describing work from students who require more pedagogical help, and across all QA, they struggle the most on questions related to assessing student error. Thus, while VLMs may be optimized to be math problem solving experts, our results suggest that they require alternative development incentives to adequately support educational use cases.

In this paper, we introduce the novel concept of pedagogically aligned Large Language Models (LLMs) that signifies a transformative shift in the application of LLMs within educational contexts. Rather than providing direct responses to user queries, pedagogically-aligned LLMs function as scaffolding tools, breaking complex problems into manageable subproblems and guiding students towards the final answer through constructive feedback and hints. The objective is to equip learners with problem-solving strategies that deepen their understanding and internalization of the subject matter. Previous research in this field has primarily applied the supervised finetuning approach without framing the objective as an alignment problem, hence not employing reinforcement learning through human feedback (RLHF) methods. This study reinterprets the narrative by viewing the task through the lens of alignment and demonstrates how RLHF methods emerge naturally as a superior alternative for aligning LLM behaviour. Building on this perspective, we propose a novel approach for constructing a reward dataset specifically designed for the pedagogical alignment of LLMs. We apply three state-of-the-art RLHF algorithms and find that they outperform SFT significantly. Our qualitative analyses across model differences and hyperparameter sensitivity further validate the superiority of RLHF over SFT. Also, our study sheds light on the potential of online feedback for enhancing the performance of pedagogically-aligned LLMs, thus providing valuable insights for the advancement of these models in educational settings.

In this paper, we present a novel approach for distilling math word problem solving capabilities from large language models (LLMs) into smaller, more efficient student models. Our approach is designed to consider the student model's weaknesses and foster a tailored learning experience by generating targeted exercises aligned with educational science principles, such as knowledge tracing and personalized learning. Concretely, we let GPT-3 be a math tutor and run two steps iteratively: 1) assessing the student model's current learning status on a GPT-generated exercise book, and 2) improving the student model by training it with tailored exercise samples generated by GPT-3. Experimental results reveal that our approach outperforms LLMs (e.g., GPT-3 and PaLM) in accuracy across three distinct benchmarks while employing significantly fewer parameters. Furthermore, we provide a comprehensive analysis of the various components within our methodology to substantiate their efficacy.

This study applies Activity Theory to investigate how English as a foreign language (EFL) students prompt generative artificial intelligence (AI) tools during short story writing. Sixty-seven Hong Kong secondary school students created generative-AI tools using open-source language models and wrote short stories with them. The study collected and analyzed the students' generative-AI tools, short stories, and written reflections on their conditions or purposes for prompting. The research identified three main themes regarding the purposes for which students prompt generative-AI tools during short story writing: a lack of awareness of purposes, overcoming writer's block, and developing, expanding, and improving the story. The study also identified common characteristics of students' activity systems, including the sophistication of their generative-AI tools, the quality of their stories, and their school's overall academic achievement level, for their prompting of generative-AI tools for the three purposes during short story writing. The study's findings suggest that teachers should be aware of students' purposes for prompting generative-AI tools to provide tailored instructions and scaffolded guidance. The findings may also help designers provide differentiated instructions for users at various levels of story development when using a generative-AI tool.

Artificial intelligence is transforming education through data-driven, personalized learning solutions. This paper introduces AI Tutor, an innovative web application that provides personalized tutoring in any subject using state-of-the-art Large Language Model (LLM). AI Tutor ingests course materials to construct an adaptive knowledge base tailored to the course. When students pose questions, it retrieves the most relevant information and generates detailed, conversational responses citing supporting evidence. The system is powered by advanced large language models and Retrieval-Augmented Generation (RAG) techniques for accurate, natural question answering. We present a fully-functional web interface and video demonstration that showcase AI Tutor's versatility across diverse subjects and its ability to produce pedagogically cogent responses. While an initial prototype, this work represents a pioneering step toward AI-enabled tutoring systems that can democratize access to high-quality, customized educational support.

A major challenge in the field of education is providing review schedules that present learned items at appropriate intervals to each student so that memory is retained over time. In recent years, attempts have been made to formulate item reviews as sequential decision-making problems to realize adaptive instruction based on the knowledge state of students. It has been reported previously that reinforcement learning can help realize mathematical models of students learning strategies to maintain a high memory rate. However, optimization using reinforcement learning requires a large number of interactions, and thus it cannot be applied directly to actual students. In this study, we propose a framework for optimizing teaching strategies by constructing a virtual model of the student while minimizing the interaction with the actual teaching target. In addition, we conducted an experiment considering actual instructions using the mathematical model and confirmed that the model performance is comparable to that of conventional teaching methods. Our framework can directly substitute mathematical models used in experiments with human students, and our results can serve as a buffer between theoretical instructional optimization and practical applications in e-learning systems.

With advances in Artificial Intelligence in Education (AIEd) and the ever-growing scale of Interactive Educational Systems (IESs), data-driven approach has become a common recipe for various tasks such as knowledge tracing and learning path recommendation. Unfortunately, collecting real students' interaction data is often challenging, which results in the lack of public large-scale benchmark dataset reflecting a wide variety of student behaviors in modern IESs. Although several datasets, such as ASSISTments, Junyi Academy, Synthetic and STATICS, are publicly available and widely used, they are not large enough to leverage the full potential of state-of-the-art data-driven models and limits the recorded behaviors to question-solving activities. To this end, we introduce EdNet, a large-scale hierarchical dataset of diverse student activities collected by Santa, a multi-platform self-study solution equipped with artificial intelligence tutoring system. EdNet contains 131,441,538 interactions from 784,309 students collected over more than 2 years, which is the largest among the ITS datasets released to the public so far. Unlike existing datasets, EdNet provides a wide variety of student actions ranging from question-solving to lecture consumption and item purchasing. Also, EdNet has a hierarchical structure where the student actions are divided into 4 different levels of abstractions. The features of EdNet are domain-agnostic, allowing EdNet to be extended to different domains easily. The dataset is publicly released under Creative Commons Attribution-NonCommercial 4.0 International license for research purposes. We plan to host challenges in multiple AIEd tasks with EdNet to provide a common ground for the fair comparison between different state of the art models and encourage the development of practical and effective methods.

Readability metrics and standards such as Flesch Kincaid Grade Level (FKGL) and the Common European Framework of Reference for Languages (CEFR) exist to guide teachers and educators to properly assess the complexity of educational materials before administering them for classroom use. In this study, we select a diverse set of open and closed-source instruction-tuned language models and investigate their performances in writing story completions and simplifying narratives--tasks that teachers perform--using standard-guided prompts controlling text readability. Our extensive findings provide empirical proof of how globally recognized models like ChatGPT may be considered less effective and may require more refined prompts for these generative tasks compared to other open-sourced models such as BLOOMZ and FlanT5--which have shown promising results.

Generative AI is transforming education by enabling personalized learning, enhancing administrative efficiency, and fostering creative engagement. This paper explores the opportunities and challenges these tools bring to pedagogy, proposing actionable frameworks to address existing equity gaps. Ethical considerations such as algorithmic bias, data privacy, and AI role in human centric education are emphasized. The findings underscore the need for responsible AI integration that ensures accessibility, equity, and innovation in educational systems.

With the rapid advancement of Artificial Intelligence, particularly in Natural Language Processing, Large Language Models (LLMs) have become pivotal in educational question-answering systems, especially university admission chatbots. Concepts such as Retrieval-Augmented Generation (RAG) and other advanced techniques have been developed to enhance these systems by integrating specific university data, enabling LLMs to provide informed responses on admissions and academic counseling. However, these enhanced RAG techniques often involve high operational costs and require the training of complex, specialized modules, which poses challenges for practical deployment. Additionally, in the educational context, it is crucial to provide accurate answers to prevent misinformation, a task that LLM-based systems find challenging without appropriate strategies and methods. In this paper, we introduce the Unified RAG (URAG) Framework, a hybrid approach that significantly improves the accuracy of responses, particularly for critical queries. Experimental results demonstrate that URAG enhances our in-house, lightweight model to perform comparably to state-of-the-art commercial models. Moreover, to validate its practical applicability, we conducted a case study at our educational institution, which received positive feedback and acclaim. This study not only proves the effectiveness of URAG but also highlights its feasibility for real-world implementation in educational settings.

Text classification in education, usually called auto-tagging, is the automated process of assigning relevant tags to educational content, such as questions and textbooks. However, auto-tagging suffers from a data scarcity problem, which stems from two major challenges: 1) it possesses a large tag space and 2) it is multi-label. Though a retrieval approach is reportedly good at low-resource scenarios, there have been fewer efforts to directly address the data scarcity problem. To mitigate these issues, here we propose a novel retrieval approach CEAA that provides effective learning in educational text classification. Our main contributions are as follows: 1) we leverage transfer learning from question-answering datasets, and 2) we propose a simple but effective data augmentation method introducing cross-encoder style texts to a bi-encoder architecture for more efficient inference. An extensive set of experiments shows that our proposed method is effective in multi-label scenarios and low-resource tags compared to state-of-the-art models.

Large language models (LLMs) are becoming increasingly better at a wide range of Natural Language Processing tasks (NLP), such as text generation and understanding. Recently, these models have extended their capabilities to coding tasks, bridging the gap between natural languages (NL) and programming languages (PL). Foundational models such as the Generative Pre-trained Transformer (GPT) and LLaMA series have set strong baseline performances in various NL and PL tasks. Additionally, several models have been fine-tuned specifically for code generation, showing significant improvements in code-related applications. Both foundational and fine-tuned models are increasingly used in education, helping students write, debug, and understand code. We present a comprehensive systematic literature review to examine the impact of LLMs in computer science and computer engineering education. We analyze their effectiveness in enhancing the learning experience, supporting personalized education, and aiding educators in curriculum development. We address five research questions to uncover insights into how LLMs contribute to educational outcomes, identify challenges, and suggest directions for future research.

Learning disorders are neurological conditions that affect the brain's ability to interconnect communication areas. Dyslexic students experience problems with reading, memorizing, and exposing concepts; however the magnitude of these can be mitigated through both therapies and the creation of compensatory mechanisms. Several efforts have been made to mitigate these issues, leading to the creation of digital resources for students with specific learning disorders attending primary and secondary education levels. Conversely, a standard approach is still missed in higher education. The VRAIlexia project has been created to tackle this issue by proposing two different tools: a mobile application integrating virtual reality (VR) to collect data quickly and easily, and an artificial intelligencebased software (AI) to analyze the collected data for customizing the supporting methodology for each student. The first one has been created and is being distributed among dyslexic students in Higher Education Institutions, for the conduction of specific psychological and psychometric tests. The second tool applies specific artificial intelligence algorithms to the data gathered via the application and other surveys. These AI techniques have allowed us to identify the most relevant difficulties faced by the students' cohort. Our different models have obtained around 90\% mean accuracy for predicting the support tools and learning strategies.

This paper introduces the first Turkish crossword puzzle generator designed to leverage the capabilities of large language models (LLMs) for educational purposes. In this work, we introduced two specially created datasets: one with over 180,000 unique answer-clue pairs for generating relevant clues from the given answer, and another with over 35,000 samples containing text, answer, category, and clue data, aimed at producing clues for specific texts and keywords within certain categories. Beyond entertainment, this generator emerges as an interactive educational tool that enhances memory, vocabulary, and problem-solving skills. It's a notable step in AI-enhanced education, merging game-like engagement with learning for Turkish and setting new standards for interactive, intelligent learning tools in Turkish.

Many students struggle with math word problems (MWPs), often finding it difficult to identify key information and select the appropriate mathematical operations.Schema-based instruction (SBI) is an evidence-based strategy that helps students categorize problems based on their structure, improving problem-solving accuracy. Building on this, we propose a Schema-Based Instruction Retrieval-Augmented Generation (SBI-RAG) framework that incorporates a large language model (LLM).Our approach emphasizes step-by-step reasoning by leveraging schemas to guide solution generation. We evaluate its performance on the GSM8K dataset, comparing it with GPT-4 and GPT-3.5 Turbo, and introduce a "reasoning score" metric to assess solution quality. Our findings suggest that SBI-RAG enhances reasoning clarity and problem-solving accuracy, potentially providing educational benefits for students

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

Students frequently make mistakes while solving mathematical problems, and traditional error correction methods are both time-consuming and labor-intensive. This paper introduces an innovative Virtual AI Teacher system designed to autonomously analyze and correct student Errors (VATE). Leveraging advanced large language models (LLMs), the system uses student drafts as a primary source for error analysis, which enhances understanding of the student's learning process. It incorporates sophisticated prompt engineering and maintains an error pool to reduce computational overhead. The AI-driven system also features a real-time dialogue component for efficient student interaction. Our approach demonstrates significant advantages over traditional and machine learning-based error correction methods, including reduced educational costs, high scalability, and superior generalizability. The system has been deployed on the Squirrel AI learning platform for elementary mathematics education, where it achieves 78.3\% accuracy in error analysis and shows a marked improvement in student learning efficiency. Satisfaction surveys indicate a strong positive reception, highlighting the system's potential to transform educational practices.

We present an Arabic crossword puzzle generator from a given text that utilizes advanced language models such as GPT-4-Turbo, GPT-3.5-Turbo and Llama3-8B-Instruct, specifically developed for educational purposes, this innovative generator leverages a meticulously compiled dataset named Arabic-Clue-Instruct with over 50,000 entries encompassing text, answers, clues, and categories. This dataset is intricately designed to aid in the generation of pertinent clues linked to specific texts and keywords within defined categories. This project addresses the scarcity of advanced educational tools tailored for the Arabic language, promoting enhanced language learning and cognitive development. By providing a culturally and linguistically relevant tool, our objective is to make learning more engaging and effective through gamification and interactivity. Integrating state-of-the-art artificial intelligence with contemporary learning methodologies, this tool can generate crossword puzzles from any given educational text, thereby facilitating an interactive and enjoyable learning experience. This tool not only advances educational paradigms but also sets a new standard in interactive and cognitive learning technologies. The model and dataset are publicly available.

We introduce a high-quality dataset that contains 3,397 samples comprising (i) multiple choice questions, (ii) answers (including distractors), and (iii) their source documents, from the educational domain. Each question is phrased in two forms, normal and close. Correct answers are linked to source documents with sentence-level annotations. Thus, our versatile dataset can be used for both question and distractor generation, as well as to explore new challenges such as question format conversion. Furthermore, 903 questions are accompanied by their cognitive complexity level as per Bloom's taxonomy. All questions have been generated by educational experts rather than crowd workers to ensure they are maintaining educational and learning standards. Our analysis and experiments suggest distinguishable differences between our dataset and commonly used ones for question generation for educational purposes. We believe this new dataset can serve as a valuable resource for research and evaluation in the educational domain. The dataset and baselines will be released to support further research in question generation.

Using LLMs to give educational feedback to students for their assignments has attracted much attention in the AI in Education field. Yet, there is currently no large-scale open-source dataset of student assignments that includes detailed assignment descriptions, rubrics, and student submissions across various courses. As a result, research on generalisable methodology for automatic generation of effective and responsible educational feedback remains limited. In the current study, we constructed a large-scale dataset of Synthetic Computer science Assignments for LLM-generated Educational Feedback research (SCALEFeedback). We proposed a Sophisticated Assignment Mimicry (SAM) framework to generate the synthetic dataset by one-to-one LLM-based imitation from real assignment descriptions, student submissions to produce their synthetic versions. Our open-source dataset contains 10,000 synthetic student submissions spanning 155 assignments across 59 university-level computer science courses. Our synthetic submissions achieved BERTScore F1 0.84, PCC of 0.62 for assignment marks and 0.85 for length, compared to the corresponding real-world assignment dataset, while ensuring perfect protection of student private information. All these results of our SAM framework outperformed results of a naive mimicry method baseline. The LLM-generated feedback for our synthetic assignments demonstrated the same level of effectiveness compared to that of real-world assignment dataset. Our research showed that one-to-one LLM imitation is a promising method for generating open-source synthetic educational datasets that preserve the original dataset's semantic meaning and student data distribution, while protecting student privacy and institutional copyright. SCALEFeedback enhances our ability to develop LLM-based generalisable methods for offering high-quality, automated educational feedback in a scalable way.

In the past few years, convolutional neural networks (CNNs) have achieved impressive results in computer vision tasks, which however mainly focus on photos with natural scene content. Besides, non-sensor derived images such as illustrations, data visualizations, figures, etc. are typically used to convey complex information or to explore large datasets. However, this kind of images has received little attention in computer vision. CNNs and similar techniques use large volumes of training data. Currently, many document analysis systems are trained in part on scene images due to the lack of large datasets of educational image data. In this paper, we address this issue and present SlideImages, a dataset for the task of classifying educational illustrations. SlideImages contains training data collected from various sources, e.g., Wikimedia Commons and the AI2D dataset, and test data collected from educational slides. We have reserved all the actual educational images as a test dataset in order to ensure that the approaches using this dataset generalize well to new educational images, and potentially other domains. Furthermore, we present a baseline system using a standard deep neural architecture and discuss dealing with the challenge of limited training data.

Over the last decade, online lecture videos have become increasingly popular and have experienced a meteoric rise during the pandemic. However, video-language research has primarily focused on instructional videos or movies, and tools to help students navigate the growing online lectures are lacking. Our first contribution is to facilitate research in the educational domain, by introducing AVLectures, a large-scale dataset consisting of 86 courses with over 2,350 lectures covering various STEM subjects. Each course contains video lectures, transcripts, OCR outputs for lecture frames, and optionally lecture notes, slides, assignments, and related educational content that can inspire a variety of tasks. Our second contribution is introducing video lecture segmentation that splits lectures into bite-sized topics that show promise in improving learner engagement. We formulate lecture segmentation as an unsupervised task that leverages visual, textual, and OCR cues from the lecture, while clip representations are fine-tuned on a pretext self-supervised task of matching the narration with the temporally aligned visual content. We use these representations to generate segments using a temporally consistent 1-nearest neighbor algorithm, TW-FINCH. We evaluate our method on 15 courses and compare it against various visual and textual baselines, outperforming all of them. Our comprehensive ablation studies also identify the key factors driving the success of our approach.

Crossword puzzles are popular linguistic games often used as tools to engage students in learning. Educational crosswords are characterized by less cryptic and more factual clues that distinguish them from traditional crossword puzzles. Despite there exist several publicly available clue-answer pair databases for traditional crosswords, educational clue-answer pairs datasets are missing. In this article, we propose a methodology to build educational clue generation datasets that can be used to instruct Large Language Models (LLMs). By gathering from Wikipedia pages informative content associated with relevant keywords, we use Large Language Models to automatically generate pedagogical clues related to the given input keyword and its context. With such an approach, we created clue-instruct, a dataset containing 44,075 unique examples with text-keyword pairs associated with three distinct crossword clues. We used clue-instruct to instruct different LLMs to generate educational clues from a given input content and keyword. Both human and automatic evaluations confirmed the quality of the generated clues, thus validating the effectiveness of our approach.

Understanding how educational social dynamics evolve is critical for informing effective educational policies and counterfactual interventions. However, traditional methods face a fundamental dilemma: observational studies often lack causal power, while controlled experiments are frequently constrained by ethical concerns. Although LLM-based multi-agent simulations offer a scalable in silico alternative, existing approaches remain limited by weak psychological grounding and insufficient measurement of latent psychological states. To address this, we introduce EduMirror, a multi-agent simulator for the scientific study of educational social dynamics. We provide configurable education-oriented agent forms, including value-driven agents grounded in psychological needs and social value orientation, together with a dual-track measurement protocol for quantifying observable behaviors and latent psychological states. We validate the realism and usability of EduMirror through case studies on school bullying and group cooperation, as well as broader evaluations across diverse educational scenarios. The results show that EduMirror generates educational social dynamics that are realistic, theory-consistent, and measurable by empirical criteria. These properties enable structured in silico educational research, providing a computational tool for hypothesis testing and counterfactual intervention analysis in educational science. Project page: https://edumirror.net.

Large language models (LLMs) are increasingly adopted in educational technologies for a variety of tasks, from generating instructional materials and assisting with assessment design to tutoring. While prior work has investigated how models can be adapted or optimized for specific tasks, far less is known about how well LLMs perform at interpreting authentic educational scenarios without significant customization. As LLM-based systems become widely adopted by learners and educators in everyday academic contexts, understanding their out-of-the-box capabilities is increasingly important for setting expectations and benchmarking. We compared six LLMs to estimate their baseline performance on a simple but important task: classifying instructional moves in authentic classroom transcripts. We evaluated typical prompting methods: zero-shot, one-shot, and few-shot prompting. We found that while zero-shot performance was moderate, providing comprehensive examples (few-shot prompting) significantly improved performance for state-of-the-art models, with the strongest configuration reaching Cohen's Kappa = 0.58 against expert-coded annotations. At the same time, improvements were neither uniform nor complete: performance varied considerably by instructional move, and higher recall frequently came at the cost of increased false positives. Overall, these findings indicate that foundation models demonstrate meaningful yet limited capacity to interpret instructional discourse, with prompt design helping to surface capability but not eliminating fundamental reliability constraints.

Existing information on AI-based facial emotion recognition (FER) is not easily comprehensible by those outside the field of computer science, requiring cross-disciplinary effort to determine a categorisation framework that promotes the understanding of this technology, and its impact on users. Most proponents classify FER in terms of methodology, implementation and analysis; relatively few by its application in education; and none by its users. This paper is concerned primarily with (potential) teacher-users of FER tools for education. It proposes a three-part classification of these teachers, by orientation, condition and preference, based on a classical taxonomy of affective educational objectives, and related theories. It also compiles and organises the types of FER solutions found in or inferred from the literature into "technology" and "applications" categories, as a prerequisite for structuring the proposed "teacher-user" category. This work has implications for proponents', critics', and users' understanding of the relationship between teachers and FER.

AI assistance continues to help advance applications in education, from language learning to intelligent tutoring systems, yet current methods for providing students feedback are still quite limited. Most automatic feedback systems either provide binary correctness feedback, which may not help a student understand how to improve, or require hand-coding feedback templates, which may not generalize to new domains. This can be particularly challenging for physical control tasks, where the rich diversity in student behavior and specialized domains make it challenging to leverage general-purpose assistive tools for providing feedback. We design and build CORGI, a model trained to generate language corrections for physical control tasks, such as learning to ride a bike. CORGI takes in as input a pair of student and expert trajectories, and then generates natural language corrections to help the student improve. We collect and train CORGI over data from three diverse physical control tasks (drawing, steering, and joint movement). Through both automatic and human evaluations, we show that CORGI can (i) generate valid feedback for novel student trajectories, (ii) outperform baselines on domains with novel control dynamics, and (iii) improve student learning in an interactive drawing task.

Personalized education systems increasingly rely on structured knowledge representations to support adaptive learning and question generation. However, existing approaches face two fundamental limitations. First, constructing and maintaining knowledge graphs for educational content largely depends on manual curation, resulting in high cost and poor scalability. Second, most personalized education systems lack effective support for state-aware and systematic reasoning over learners' knowledge, and therefore rely on static question banks with limited adaptability. To address these challenges, this paper proposes a Generative GraphRAG framework for automated knowledge modeling and personalized exercise generation. It consists of two core modules. The first module, Automated Hierarchical Knowledge Graph Constructor (Auto-HKG), leverages LLMs to automatically construct hierarchical knowledge graphs that capture structured concepts and their semantic relations from educational resources. The second module, Cognitive GraphRAG (CG-RAG), performs graph-based reasoning over a learner mastery graph and combines it with retrieval-augmented generation to produce personalized exercises that adapt to individual learning states. The proposed framework has been deployed in real-world educational scenarios, where it receives favorable user feedback, suggesting its potential to support practical personalized education systems.

Cutting-edge Artificial Intelligence (AI) techniques keep reshaping our view of the world. For example, Large Language Models (LLMs) based applications such as ChatGPT have shown the capability of generating human-like conversation on extensive topics. Due to the impressive performance on a variety of language-related tasks (e.g., open-domain question answering, translation, and document summarization), one can envision the far-reaching impacts that can be brought by the LLMs with broader real-world applications (e.g., customer service, education and accessibility, and scientific discovery). Inspired by their success, this paper will offer an overview of state-of-the-art LLMs and their integration into a wide range of academic disciplines, including: (1) arts, letters, and law (e.g., history, philosophy, political science, arts and architecture, law), (2) economics and business (e.g., finance, economics, accounting, marketing), and (3) science and engineering (e.g., mathematics, physics and mechanical engineering, chemistry and chemical engineering, life sciences and bioengineering, earth sciences and civil engineering, computer science and electrical engineering). Integrating humanity and technology, in this paper, we will explore how LLMs are shaping research and practice in these fields, while also discussing key limitations, open challenges, and future directions in the era of generative AI. The review of how LLMs are engaged across disciplines-along with key observations and insights-can help researchers and practitioners interested in exploiting LLMs to advance their works in diverse real-world applications.

Skill extraction and recommendation systems have been studied from recruiter, applicant, and education perspectives. While AI applications in job advertisements have received broad attention, deficiencies in the instructed skills side remain a challenge. In this work, we address the scarcity of publicly available datasets by releasing both manually annotated and synthetic datasets of skills from the European Skills, Competences, Qualifications and Occupations (ESCO) taxonomy and university course pairs and publishing corresponding annotation guidelines. Specifically, we match graduate-level university courses with skills from the Systems Analysts and Management and Organization Analyst ESCO occupation groups at two granularities: course title with a skill, and course sentence with a skill. We train language models on this dataset to serve as a baseline for retrieval and recommendation systems for course-to-skill and skill-to-course matching. We evaluate the models on a portion of the annotated data. Our BERT model achieves 87% F1-score, showing that course and skill matching is a feasible task.

This study investigates the use of generative AI and multi-agent systems to provide automatic feedback in educational contexts, particularly for student constructed responses in science assessments. The research addresses a key gap in the field by exploring how multi-agent systems, called AutoFeedback, can improve the quality of GenAI-generated feedback, overcoming known issues such as over-praise and over-inference that are common in single-agent large language models (LLMs). The study developed a multi-agent system consisting of two AI agents: one for generating feedback and another for validating and refining it. The system was tested on a dataset of 240 student responses, and its performance was compared to that of a single-agent LLM. Results showed that AutoFeedback significantly reduced the occurrence of over-praise and over-inference errors, providing more accurate and pedagogically sound feedback. The findings suggest that multi-agent systems can offer a more reliable solution for generating automated feedback in educational settings, highlighting their potential for scalable and personalized learning support. These results have important implications for educators and researchers seeking to leverage AI in formative assessments, offering a pathway to more effective feedback mechanisms that enhance student learning outcomes.