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Abstract Understanding students’ multi-party epistemic and topic based-dialogue contributions, or how students present knowledge in group-based chat interactions during collaborative game-based learning, offers valuable insights into group dynamics and learning processes. However, manually annotating these contributions is labor-intensive and challenging. To address this, we develop an automated method for recognizing dialogue acts from text chat data of small groups of middle school students interacting in a collaborative game-based learning environment. Our approach utilizes dual contrastive learning and label-aware data augmentation to fine-tune large language models’ underlying embedding representations within a supervised learning framework for epistemic and topic-based dialogue act classification. Results show that our method achieves a performance improvement of 4% to 8% over baseline methods in two key classification scenarios. These findings highlight the potential for automated dialogue act recognition to support understanding of how meaning-making occurs by focusing on the development and evolution of knowledge in group discourse, ultimately providing teachers with actionable insights to better support student learning.
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This content will become publicly available on June 17, 2026
Personalizing Student-Agent Interactions Using Log-Contextualized Retrieval-Augmented Generation (RAG)
Collaborative dialogue offers rich insights into students’ learning and critical thinking, which is essential for personalizing pedagogical agent interactions in STEM+C settings. While large language models (LLMs) facilitate dynamic pedagogical interactions, hallucinations undermine confidence, trust, and instructional value. Retrieval-augmented generation (RAG) grounds LLM outputs in curated knowledge, but requires a clear semantic link between user input and a knowledge base, which is often weak in student dialogue. We propose log-contextualized RAG (LC-RAG), which enhances RAG retrieval by using the environment logs to contextualize collaborative discourse. Our findings show that LCRAG improves retrieval over a discourse-only baseline and allows our collaborative peer agent, Copa, to deliver relevant, personalized guidance that supports students’ critical thinking and epistemic decision-making in a collaborative computational modeling environment, C2STEM.
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- Award ID(s):
- 2327708
- PAR ID:
- 10650744
- Publisher / Repository:
- AIED 2025 Workshop on Epistemics and Decision-Making in AI-Supported Education
- Date Published:
- Subject(s) / Keyword(s):
- NLP LLMs RAG Agents
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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