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1. Privacy-Preserving Distributed Link Predictions Among Peers in Online Classrooms Using Federated Learning

   https://doi.org/10.5281/zenodo.15870178  

   Hridi, Anurata; Hoq, Muntasir; Gao, Zhikai; Lynch, Collin; Sahay, Rajeev; Hosseinalipour, Seyyedali; Akram, Bita (July 2025, International Educational Data Mining Society)

   Mills, Caitlin; Alexandron, Giora; Taibi, Davide; Lo_Bosco, Giosuè; Paquette, Luc (Ed.)

   Social interactions among classroom peers, represented as social learning networks (SLNs), play a crucial role in enhancing learning outcomes. While SLN analysis has recently garnered attention, most existing approaches rely on centralized training, where data is aggregated and processed on a local/cloud server with direct access to raw data. However, in real-world educational settings, such direct access across multiple classrooms is often restricted due to privacy concerns. Furthermore, training models on isolated classroom data prevents the identification of common interaction patterns that exist across multiple classrooms, thereby limiting model performance. To address these challenges, we propose one of the first frameworks that integrates Federated Learning (FL), a distributed and collaborative machine learning (ML) paradigm, with SLNs derived from students' interactions in multiple classrooms' online forums to predict future link formations (i.e., interactions) among students. By leveraging FL, our approach enables collaborative model training across multiple classrooms while preserving data privacy, as it eliminates the need for raw data centralization. Recognizing that each classroom may exhibit unique student interaction dynamics, we further employ model personalization techniques to adapt the FL model to individual classroom characteristics. Our results demonstrate the effectiveness of our approach in capturing both shared and classroom-specific representations of student interactions in SLNs. Additionally, we utilize explainable AI (XAI) techniques to interpret model predictions, identifying key factors that influence link formation across different classrooms. These insights unveil the drivers of social learning interactions within a privacy-preserving, collaborative, and distributed ML framework—an aspect that has not been explored before. 

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2. Privacy-Preserving Distributed Link Predictions Among Peers in Online Classrooms Using Federated Learning

   Hridi, A; Hoq, M; Gao, Z; Lynch, C; Sahay, R; Hosseinalipour, S; Akram, B (September 2025, International Conference on Educational Data Mining)

   Social interactions among classroom peers, represented as social learning networks (SLNs), play a crucial role in enhancing learning outcomes. While SLN analysis has recently garnered attention, most existing approaches rely on centralized training, where data is aggregated and processed on a local/cloud server with direct access to raw data. However, in real-world educational settings, such direct access across multiple classrooms is often restricted due to privacy concerns. Furthermore, training models on isolated classroom data prevents the identification of common interaction patterns that exist across multiple classrooms, thereby limiting model performance. To address these challenges, we propose one of the first frameworks that integrates Federated Learning (FL), a distributed and collaborative machine learning (ML) paradigm, with SLNs derived from students' interactions in multiple classrooms’ online forums to predict future link formations (i.e., interactions) among students. By leveraging FL, our approach enables collaborative model training across multiple classrooms while preserving data privacy, as it eliminates the need for raw data centralization. Recognizing that each classroom may exhibit unique student interaction dynamics, we further employ model personalization techniques to adapt the FL model to individual classroom characteristics. Our results demonstrate the effectiveness of our approach in capturing both shared and classroom-specific representations of student interactions in SLNs. Additionally, we utilize explainable AI (XAI) techniques to interpret model predictions, identifying key factors that influence link formation across different classrooms. These insights unveil the drivers of social learning interactions within a privacy-preserving, collaborative, and distributed ML framework—an aspect that has not been explored before. 

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3. Region-based conversion of neural activity across sessions

   https://doi.org/10.1109/NER52421.2023.10123786  

   Eum, Woohyun; Smith, Carlton; Saxena, Shreya (April 2023, IEEE)

   A common way to advance our understanding of brain processing is to decode behavior from recorded neural signals. In order to study the neural correlates of learning a task, we would like to decode behavior across the entire timespan of learning, which can take multiple recording sessions across many days. However, decoding across sessions is hindered due to a high amount of session-to-session variability in neural recordings. Here, we propose utilizing multidimensional neural signals from Localized semi-non negative matrix factorization processing (LocaNMF) with high behavioral correlations across sessions, as well as a novel data augmentation method and region-based converter, to optimally align neural recordings. We apply our method to widefield calcium activity across many sessions while a mouse learns a decision-making task. We first decompose each session's neural activity into region-based spatial and temporal components that can reconstruct the data with high variance. Next, we perform data augmentation of the neural data to smooth the variability across trials. Finally, we design a region-based neural converter across sessions that transforms one session's neural signals into another while preserving its dimensionality. We test our approach by decoding the mouse's behavior in the decision-making task, and find that our method outperforms approaches that use purely anatomical information while analyzing neural activity across sessions. By preserving the high dimensionality in the neural data while converting neural activity across sessions, our method can be used towards further analyses of neural data across sessions and the neural correlates of learning. 

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4. Multimodal Engagement Analysis from Facial Videos in the Classroom

   https://doi.org/10.1109/TAFFC.2021.3127692  

   Sumer, Omer; Goldberg, Patricia; D'Mello, Sidney; Gerjets, Peter; Trautwein, Ulrich; Kasneci, Enkelejda (November 2021, IEEE Transactions on Affective Computing)

   Student engagement is a key component of learning and teaching, resulting in a plethora of automated methods to measure it. Whereas most of the literature explores student engagement analysis using computer-based learning often in the lab, we focus on using classroom instruction in authentic learning environments. We collected audiovisual recordings of secondary school classes over a one and a half month period, acquired continuous engagement labeling per student (N=15) in repeated sessions, and explored computer vision methods to classify engagement from facial videos. We learned deep embeddings for attentional and affective features by training Attention-Net for head pose estimation and Affect-Net for facial expression recognition using previously-collected large-scale datasets. We used these representations to train engagement classifiers on our data, in individual and multiple channel settings, considering temporal dependencies. The best performing engagement classifiers achieved student-independent AUCs of .620 and .720 for grades 8 and 12, respectively, with attention-based features outperforming affective features. Score-level fusion either improved the engagement classifiers or was on par with the best performing modality. We also investigated the effect of personalization and found that only 60 seconds of person-specific data, selected by margin uncertainty of the base classifier, yielded an average AUC improvement of .084. 

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5. Pair-Up: Prototyping Human-AI Co-orchestration of Dynamic Transitions between Individual and Collaborative Learning in the Classroom

   https://doi.org/10.1145/3544548.3581398  

   Yang, Kexin Bella; Echeverria, Vanessa; Lu, Zijing; Mao, Hongyu; Holstein, Kenneth; Rummel, Nikol; Aleven, Vincent (April 2023, CHI ‘23: Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems)

   Schmidt, A.; Väänänen, K.; Goyal, T.; Kristensson, P. O.; Peters, A.; Mueller, S.; Williamson, J. R.; Wilson, M. L. (Ed.)

   Enabling students to dynamically transition between individual and collaborative learning activities has great potential to support better learning. We explore how technology can support teachers in orchestrating dynamic transitions during class. Working with five teachers and 199 students over 22 class sessions, we conducted classroom-based prototyping of a co-orchestration technology ecosystem that supports the dynamic pairing of students working with intelligent tutoring systems. Using mixed-methods data analysis, we study the resulting observed classroom dynamics, and how teachers and students perceived and experienced dynamic transitions as supported by our technology. We discover a potential tension between teachers’ and students’ preferred level of control: students prefer more control over the dynamic transitions that teachers are hesitant to grant. Our study reveals design implications and challenges for future human-AI co-orchestration in classroom use, bringing us closer to realizing the vision of highly-personalized smart classrooms that can address the unique needs of each student. 

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