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There is a growing community of researchers at the intersection- tion of data mining, AI, and computing education research. The objective of the CSEDM workshop is to facilitate a dis- Discussion among this research community, with a focus on how data mining can be uniquely applied in computing ed- ucation research. For example, what new techniques are needed to analyze program code and CS log data? How do results from CS education inform our analysis of this data? The workshop is meant to be an interdisciplinary event at the intersection of EDM and Computing Education Research. Researchers, faculty, and students are encouraged to share their AI- and data-driven approaches, methodological- gies, and experiences where data transforms how students learn Computer Science (CS) skills. This full-day workshop will feature paper presentations and discussions to promote collaboration. 

From the early days of digital textbooks to the rapidly progressing age of Large Language Models, researchers from different areas explored multiple research directors on the crossroads of Textbooks, a traditional learning medium and Artificial Intelligence, a technology that could empower it. These research directions formed a new research area, often referred to as Intelligent Textbooks. The International Workshop on Intelligent Textbooks at AIED 2025, the sixth workshop in the series, aims to bring together researchers working on different aspects of Intelligent Textbooks to exchange complementary insights, review new results, and discuss emerging ideas. 

In feedback generation for logical errors in programming assignments, large language model (LLM)-based methods have shown great promise. These methods ask the LLM to generate feedback given the problem statement and a student¿½fs (buggy) submission. There are several issues with these types of methods. First, the generated feedback messages are often too direct in revealing the error in the submission and thus diminish valuable opportunities for the student to learn. Second, they do not consider the student¿½fs learning context, i.e., their previous submissions, current knowledge, etc. Third, they are not layered since existing methods use a single, shared prompt for all student submissions. In this paper, we explore using LLMs to generate a ``feedback-ladder'', i.e., multiple levels of feedback for the same problem-submission pair. We evaluate the quality of the generated feedback-ladder via a user study with students, educators, and researchers. We have observed diminishing effectiveness for higher-level feedback and higher-scoring submissions overall in the study. In practice, our method enables teachers to select an appropriate level of feedback to show to a student based on their personal learning context, or in a progressive manner to go more detailed if a higher-level feedback fails to correct the student¿½fs error. 

Recent advances in artificial intelligence for education leverage generative large language models, including using them to predict open-ended student responses rather than their correctness only. However, the black-box nature of these models limits the interpretability of the learned student knowledge representations. In this paper, we conduct a first exploration into interpreting latent student knowledge representations by presenting InfoOIRT, an Information regularized Open-ended Item Response Theory model, which encourages the latent student knowledge states to be interpretable while being able to generate student-written code for open-ended programming questions. InfoOIRT maximizes the mutual information between a fixed subset of latent knowledge states enforced with simple prior distributions and generated student code, which encourages the model to learn disentangled representations of salient syntactic and semantic code features including syntactic styles, mastery of programming skills, and code structures. Through experiments on a real-world programming education dataset, we show that InfoOIRT can both accurately generate student code and lead to interpretable student knowledge representations.