Search for: All records

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. 

Short answer assessment is a vital component of science education, allowing evaluation of students' complex three-dimensional understanding. Large language models (LLMs) that possess human-like ability in linguistic tasks are increasingly popular in assisting human graders to reduce their workload. However, LLMs' limitations in domain knowledge restrict their understanding in task-specific requirements and hinder their ability to achieve satisfactory performance. Retrieval-augmented generation (RAG) emerges as a promising solution by enabling LLMs to access relevant domain-specific knowledge during assessment. In this work, we propose an adaptive RAG framework for automated grading that dynamically retrieves and incorporates domain-specific knowledge based on the question and student answer context. Our approach combines semantic search and curated educational sources to retrieve valuable reference materials. Experimental results in a science education dataset demonstrate that our system achieves an improvement in grading accuracy compared to baseline LLM approaches. The findings suggest that RAG-enhanced grading systems can serve as reliable support with efficient performance gains. 

Open-text responses provide researchers and educators with rich, nuanced insights that multiple-choice questions cannot capture. When reliably assessed, such responses have the potential to enhance teaching and learning. However, scaling and consistently capturing these nuances remain significant challenges, limiting the widespread use of open-text questions in educational research and assessments. In this paper, we introduce and evaluate GradeOpt, a unified multiagent automatic short-answer grading (ASAG) framework that leverages large language models (LLMs) as graders for short-answer responses. More importantly, GradeOpt incorporates two additional LLM-based agents—the reflector and the refiner—into the multi-agent system. This enables GradeOpt to automatically optimize the original grading guidelines by performing self-reflection on its errors. To assess GradeOpt's effectiveness, we conducted experiments on two representative ASAG datasets, which include items designed to capture key aspects of teachers' pedagogical knowledge and students' learning progress. Our results demonstrate that GradeOpt consistently outperforms representative baselines in both grading accuracy and alignment with human evaluators across different knowledge domains. Finally, comprehensive ablation studies validate the contributions of GradeOpt's individual components, confirming their impact on overall performance. 

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. 

Effective feedback is essential for refining instructional practices in mathematics education, and researchers often turn to advanced natural language processing (NLP) models to analyze classroom dialogues from multiple perspectives. However, utterance-level discourse analysis encounters two primary challenges: (1) multi-functionality, where a single utterance may serve multiple purposes that a single tag cannot capture, and (2) the exclusion of many utterances from domain-specific discourse move classifications, leading to their omission in feedback. To address these challenges, we proposed a multi-perspective discourse analysis that integrates domain-specific talk moves with dialogue act (using the flattened multi-functional SWBD-MASL schema with 43 tags) and discourse relation (applying Segmented Discourse Representation Theory with 16 relations). Our top-down analysis framework enables a comprehensive understanding of utterances that contain talk moves, as well as utterances that do not contain talk moves. This is applied to two mathematics education datasets: TalkMoves (teaching) and SAGA22 (tutoring). Through distributional unigram analysis, sequential talk move analysis, and multi-view deep dive, we discovered meaningful discourse patterns, and revealed the vital role of utterances without talk moves, demonstrating that these utterances, far from being mere fillers, serve crucial functions in guiding, acknowledging, and structuring classroom discourse. These insights underscore the importance of incorporating discourse relations and dialogue acts into AI-assisted education systems to enhance feedback and create more responsive learning environments. Our framework may prove helpful for providing human educator feedback, but also aiding in the development of AI agents that can effectively emulate the roles of both educators and students. 

Research on epistemic emotions has often focused on how students transition between affective states (e.g., affect dynamics). More recently, studies have examined the properties of cases where a student remains in the same affective state over time, finding that the duration of a student's affective state is important for multiple learning outcomes. However, the likelihood of remaining in a given affective state has not been widely studied across different methods or systems. Additionally, the role of motivational factors in the persistence or decay of affective states remains underexplored. This study builds on two prior investigations into the exponential decay of epistemic emotions, expanding the analysis of affective chronometry by incorporating two detection methods based on student self-reports and trained observer labels in a game-based learning environment. We also examine the relationship between motivational measures and affective decay. Our findings indicate that boredom exhibits the slowest decay across both detection methods, while confusion is the least persistent. Furthermore, we found that higher situational interest and self-efficacy are associated with greater persistence in engaged concentration, as identified by both detection methods. This work provides novel insights into how motivational factors shape affective chronometry, contributing to a deeper understanding of the temporal dynamics of epistemic emotions.