Full Research Papers

(in the order of the randomized paper ID)

A Large Scale Randomized Control Trial Showing LLM Generated Feedback Helps Low-Knowledge Middle School Math Students with Short-Term Learning
Eamon Worden, Luca Dang, Wen Chiang Lim, Sarah Miller, Jiayi Zhang, Aaron Haim, Adam Sales, Ashish Gurung and Neil Heffernan

A Large-Scale Analysis of Student Behavior with Pedagogically Constrained LLM Tutors
Chang Liu, Loc Hoang, Rene F. Kizilcec and Bo Wu

AI Teaching Assistants at Scale: Cross-Disciplinary Patterns of Adoption and Cognitive Engagement Across Hundreds of University Courses
Chia-Kai Chang and Kuei-Hao Li

Augmenting Knowledge Tracing With Self-Regulated Learning Indicators for Reliable Skill-Mastery Estimation
Yujing Zhang, Xianghui Meng and Jionghao Lin

Benefit or Bottleneck? Assessing the Impact of Structured Reflection on Learning from AI-Driven Explanatory Feedback
Michael Asher, Gillian Gold and Paulo Carvalho

Beyond Lurking: Attitudinal Communities and Engagement Trajectories in Online Courses
Marjorie Ivy and David Joyner

Can Multilingual Environments Promote Scalable EdTech? Evidence from a Randomized Controlled Trial
Phenyo Phemelo Moletsane, Christine Kwon, John Stamper, Amy Ogan and Paulo Carvalho

Coasting Through Class: Learning Opportunity Loss from Time Leakage During Individual Seatwork
Ashish Gurung, Jordan Gutterman, Danielle R Thomas, Mingyu Feng, Vincent Aleven and Kenneth Koedinger

Comparing Teacher and AI-Generated Feedback in the Writing Classroom: Experimental Results from Secondary School Classrooms
Jennifer Meyer, Marlene Steinbach, Ronja Schiller, Ute Mertens, Nils-Jonathan Schaller, Andrea Horbach, Johanna Fleckenstein, Olaf Köller, Rene Kizilcec and Thorben Jansen

Developing Models of Procedural Skills using an AI-assisted Text-to-Model Approach
Rahul Dass, Shubham Puri, Arpit Khandelwal, Xiao Jin and Ashok Goel

From Tutor Moves to Tutoring States: Modeling the Timing and Sequencing of Pedagogical Strategies for Student Engagement
Kirk Vanacore, Jinsook Lee, Bakhtawar Ahtisham, Sarah Shaw, Justin Reich and Rene Kizilcec

How Well Do Large Language Models Recognize Instructional Moves? Establishing Baselines for Foundation Models in Educational Discourse
Kirk Vanacore and Rene Kizilcec

LLM-Generated Summaries for Teachers: A Randomized Field Experiment in a Digital Learning Platform
Wen Chiang Lim, Eamon Worden, Adam Sales and Neil Heffernan

Measuring Creativity at Scale via Multimodal Large Language Models
Armanda Lewis and Xavier Ochoa

Measuring Simulation Fidelity via Statistical Detectability: A Diagnostic Framework for AI-Generated Tutoring Conversations
Michael Ion and Kevyn Collins-Thompson

Misconception Diagnosis From Student-Tutor Dialogue: Generate, Retrieve, Rerank
Joshua Mitton, Prarthana Bhattacharyya, Digory Smith, S. Thomas Christie, Ralph Abboud and Simon Woodhead

Multistage Modeling from Application Signals to Downstream Success: Predicting Admission, Matriculation, and Retention
David Joyner and Alex Duncan

Not All Students Engage Alike: Multi-Institution Patterns in GenAI Tutor Use
Youjie Chen, Xixi Shi, Xinyu Liu, Shuaiguo Wang, Tracy Xiao Liu and Dragan Gašević

Prescriptive Persistence: Quantifying the Breakdown in Human-AI Pedagogical Co-Regulation in ELL Writing Feedback
Deboris Leonard, Ricky Gole and Jamell Dacon

RelianceScope: An Analytical Framework for Examining Students’ Reliance on Generative AI Chatbots in Problem Solving
Hyoungwook Jin, Minju Yoo, Jieun Han, Zixin Chen, So-Yeon Ahn and Xu Wang

Scalable LLM-based Coding of Dialogue in Healthcare Simulation: Balancing Coding Performance, Processing Time, and Environmental Impact
Kiyoshige Garces, Vanessa Echeverria, Gloria Milena Fernandez-Nieto, Linxuan Zhao, Sachini Samaraweera, Dragan Gasevic and Roberto Martinez-Maldonado

Student, Course Design, or Context? Studying the Determinants of Academic Procrastination at Scale
Jinwon Kim, Qiujie Li, Conrad Borchers, Zilu Jiang and Di Xu

Students Who Choose to Challenge Themselves Perform Better
Jiaqi Linna Niu and Ashish Gurung

Teachers’ Perceived Benefits and Risks of AI Across Fifty-Five Countries: An Audit of LLM Alignment and Steerability
Yan Tao, Olga Viberg, Deepak Varuvel Dennison, Zhikun Wu and René Kizilcec

TEACHMate: Designing In-Context Instructor-Centered GenAI Support for Learning Management Systems
Aham Gupta, Shivang Jain, Yaaska Pandit, Rimika Chaudhury and Parmit K. Chilana

Testing an AI-Enhanced Coached-Tutor Professional Learning Model for Scaling High-Dosage Tutoring
Robert Moulder, Sandra Sawaya and Sidney D’Mello

The “Astonishing Regularity” Revisited: Unbalanced Practice Depth and Its Implications for Learning-Rate Estimates
Hansol Lee, Guilherme Lichand, Cristina Barnard, Lucas Klotz, Candace Thille, Yunsung Kim and Benjamin W. Domingue

The Digital Divide in Generative AI: Evidence from Large Language Model Use in College Admissions Essays
Jinsook Lee, Conrad Borchers, Aj Alvero, Thorsten Joachims and Rene F. Kizilcec

The Impact of Reward System Visibility on Student Engagement and Learning Outcomes in a Digital Math Platform
Rae Bastoni, Tyree Cowell, April Murphy, Patrick McMahon and Kole Norberg

The Impact of Using a Lightweight, Randomized Weekly Course Feedback System on End-of-Term Student Course Evaluations
Yunsung Kim, Hansol Lee, Candace Thille and Chris Piech

Turning 500+ Students into Teachers: A Semester-Long Study of an AI Teachable Agent in an Undergraduate Algorithms Course
Chenyang Wang, Christopher Petrie, Miltiadis Stouras, Nicolas Ettlin, Amaury George, Paola Mejia-Domenzain, Vinitra Swamy, Tanja Käser and Ola Svensson

Understanding Student Effort Using Reaction Time Propensities During Problem Solving at Scale
Conrad Borchers, Lijin Zhang, Kexin Yang, Tomohiro Nagashima and Benjamin W. Domingue

When Do Learners Prefer AI or Human Feedback? Situational Predictors of Feedback Source Preference
Jennifer Meyer, Melanie V. Keller and Martin Daumiller

When Should Teachers Control AI Generation for Mathematics Visuals?
Zhengxu Li, Junling Wang and April Yi Wang

Who Decides in AI-Mediated Learning? The Agency Allocation Framework (AAF)
Conrad Borchers, Olga Viberg and Rene F. Kizilcec

---

Work in Progress

(in the order of the randomized paper ID)

An advanced analytics dashboard with a conversational agent to support the analysis of teacher training simulations
Mariano Albaladejo-González, Pablo Pérez-Melgarejo, Manuel J. Gomez, Justin Reich and José A. Ruipérez-Valiente

An Offline, Computer-Less Infrastructure for Scalable Physics Laboratory Learning
Aranis Das and Shubhendu Das

Are Online Discussion Forums Falling Behind in the Age of AI? Preliminary Evidence from Students’ Cognitive and Social Engagement Shifts in 370,000+ Posts
Zhen Xu, Yijun Dai, Chenxi Shi, Siyan Li, Chengyuan Yao and Renzhe Yu

Data at Scale: Using Bibliometrics to Understand a Growing Research Subfield
Zak Risha and Jeremy Roschelle

Design Before Code: Graph-Centrality–Guided Scaffolding for Programming Education at Scale
Yuqing He, Ziting Wang and Chee Wei Tan

Detecting and Visualizing LLM Usage in Students’ Essays Leveraging Past Assignments and LLM Answers
Yuhui Zhao, Ryan Lueder, Qiao Zhang and Thad Starner

Developing Simulation-based Learning Materials to Support Practical Broadcasting Skills in Higher Education
Yi Hsuan Wang

ECHO: Educational Chatter Help and Overview – Just-In-Time Assistance and Retrospective Viewing for Teaching Assistants on Online Education Forums (WiP)
Shuyuan Liu, Prithiv Premkumar, David Nahodyl, Yuhui Zhao and Thad Starner

EdataWeave: Collecting learning behaviors across multiple platforms
Frank Stinar, Ruohan Zong, Dong Wang and Nigel Bosch

Fairness Audits for Learning at Scale: A Two-Stage Audit of Threshold Fairness and Capacity-Limited Support Allocation
Xianghui Meng, Yujing Zhang and Jionghao Lin

Federated Learning for a scalable, quality, and trust enabling technologies in education without data sharing
Sam Urmian, Pengfei Li and Mohammad Khalil

From Analysis to Feedback: Using Large Language Models to Support Self-Regulated Learning
Saerok Park and Ha Nguyen

Generate-Filter-Edit: A Human-AI Collaborative Pipeline for Developing and Automatically Evaluating Middle School Mathematics Questions
Hai Li, Wanli Xing, Chenglu Li and Ran Gao

Generating Knowledge Components of Data Science Problem Solving with LLM-based Peer Review System
Md Sakib Ul Rahman Sourove, Shimei Pan and Lujie Chen

HawkesIRT: Interpretable Knowledge Tracing via Temporal-Item Effects and Item Response Theory
Yikai Lu

IILAP+: Exploring AI-Assisted Dataset Creation for Critical Thinking Assessment
Diana Nurbakova and Liana Ermakova

Landscape of Cheating in Higher Education
Saurabh Chatterjee and Thad Starner

LLM Teams: Harnessing Large Language Models as Multi-Agent Teammates for Joint Problem-Solving
Ching Nam Hang, Chee Wei Tan and Dah Ming Chiu

Motivations of Female Applicants to an Online and At-Scale Graduate Computer Science Program: A Qualitative Analysis
Ana Rusch and David Joyner

My Code Weapon: Adaptive Problem Recommendation and Knowledge Retention Scheduling in AI-assisted Programming Education
Yuchen Wang, Jia Earn Lim, Pei-Duo Yu and Chee Wei Tan

Nosi IDE: Securing Coding Assessment Integrity in the Age of LLMs via Process-Driven Analytics
Ryan Lueder, Yuhui Zhao, Thad Starner, Mitchell Gray, Shuyuan Liu, Saurabh Chatterjee, Qiao Zhang and David Nahodyl

Online Computing Research Experiences at Scale
Nicholas Lytle, Bobbie Eicher, Breanna Shi, Alex Duncan, Maria Konte, Chris Wirgler, Dante Ciolfi, Charles R. Clark and David Joyner

PALM: Scaling Physiologically-Aware AI Tutoring Through Consumer Wearables and Large Language Models
Chia-Kai Chang and Kuei-Hao Li

Personalized Worked Example Generation from Student Code Submissions using Pattern-based Knowledge Components
Griffin Pitts, Muntasir Hoq and Bita Akram

Profiling Writing Skills at Scale: A Hybrid Stylometry-LLM Pipeline for Formative Feedback
Stuti Pande, Yige Song, Kamila Misiejuk, Sonsoles López-Pernas, Mohammed Saqr and Eduardo Oliveira

PrompTutor: A Browser Extension for Data Collection and Real-Time Intervention in Student-Chatbot Interactions
Eason Chen, William Chen, Xinyi Tang, Isabel Wang, Nina Yuan, Sophia Judicke and Kayla Beigh

Push and Pull in Community College Cross-Enrollment: Remoteness, Articulation, and Student Mobility
Conrad Borchers, Robin Schmucker, Ashutosh Tiwari and Zachary A. Pardos

Rubric-guided Prompting for Automatic Assessment Scoring
Samiha Haque, Daniel Beck and Danula Hettiachchi

Scalable SRL Conversational Scaffolding for Student–LLM Interaction
Olga Viberg, Jacqueline Wong, Richard Lee Davis and Selma Ozdere

Scaling for Transparency: Gaze-Augmented Collaborative Action Recognition with Vision-Language Models
Zaibei Li, Shunpei Yamaguchi and Daniel Spikol

Sentiment Gaps Between AI and Human Tutors: A Work-in-Progress Investigation
Sarah Shaw, Aly Murray, Kirk Vanacore and Katy Laird

Supporting Research Engagement and Teaching Assistant Hiring at Scale in a Large Online CS Program
Chris Wirgler, Alex Duncan, Nick Lytle and David Joyner

Survival Rules: Teaching Rule-Based AI Through a Block-based Serious Game
Manuel J. Gomez, Mariano Albaladejo-González and José A. Ruipérez-Valiente

Synthetic Personas for Scaling Privacy Research in Education
Kimaya Padmashali, Wiktor Pedrycz and Oleksandra Poquet

Uncertainty-Guided Sampling for LLM Calibration in Automated Short Answer Grading
Ovide Kuichua, Michel Desmarais, Arman Bakhtiari, Chahe Nerguizian and Alexandre Gelinas

Understanding Learners’ Online Learning Interactions Across MOOC Reruns: Insights from Longitudinal Analytics
Han Jiang and Jingjing Zhang

When Is Personalization Plausible? Exploring the Quality of LLM-Generated Datasets for Data-Science Learning
Farshid Farzan and Rosta Farzan

Who’s More Biased? Calibrating LLM Generation Against Human Responses in Postsecondary Online Discussion Forums
Daniel March, Zhen Xu, Chengyuan Yao and Renzhe Yu

μEd API: Towards A Shared API for EdTech Microservices
Maximillan Sölch, Alexandra Neagu, Marcus Messer, Peter Johnson, Gerd Kortemeyer, Samuel S. H. Ng, Fun Siong Lim and Stephan Krusche

---

Demonstrations

(in the order of the randomized paper ID)