The Missing Evaluation Axis: What 10,000 Student Submissions Reveal About AI Tutor Effectiveness

Current Artificial Intelligence (AI)-based tutoring systems (AI tutors) are primarily evaluated based on the pedagogical quality of their feedback messages. While important, pedagogy alone is insufficient because it ignores a critical question: what do students actually do with the feedback they receive? We argue that AI tutor evaluation should be extended with a behavioral dimension grounded in student interaction data, which complements pedagogical assessment. We propose an evaluation framework and apply it to 10,235 code submissions with corresponding AI tutor feedback from an introductory undergraduate programming course to measure whether students act on tutor feedback and whether those actions are applied correctly. Using this framework to compare two deployed AI tutors across different semesters in a large-scale introductory computer science course reveals substantial differences in student engagement patterns that are not captured by pedagogy-only evaluation. Moreover, these engagement-based behavioral signals are more strongly associated with student perception of helpful feedback than pedagogical quality alone, providing a more complete and actionable picture of AI tutor performance.

Personalized Worked Example Generation from Student Code Submissions using Pattern-based Knowledge Components

Adaptive programming practice often relies on fixed libraries of worked examples and practice problems, which require substantial authoring effort and may not correspond well to the logical errors and partial solutions students produce while writing code. As a result, students may receive learning content that does not directly address the concepts they are working to understand, while instructors must either invest additional effort in expanding content libraries or accept a coarse level of personalization. We present an approach for knowledge-component (KC) guided educational content generation using pattern-based KCs extracted from student code. Given a problem statement and student submissions, our pipeline extracts recurring structural KC patterns from students' code through AST-based analysis and uses them to condition a generative model. In this study, we apply this approach to worked example generation, and compare baseline and KC-conditioned outputs through expert evaluation. Results suggest that KC-conditioned generation improves topical focus and relevance to learners' underlying logical errors, providing evidence that KC-based steering of generative models can support personalized learning at scale.

Spatiotemporal Link Formation Prediction in Social Learning Networks Using Graph Neural Networks

Social learning networks (SLNs) are graphical representations that capture student interactions within educational settings (e.g., a classroom), with nodes representing students and edges denoting interactions. Accurately predicting future interactions in these networks (i.e., link prediction) is crucial for enabling effective collaborative learning, supporting timely instructional interventions, and informing the design of effective group-based learning activities. However, traditional link prediction approaches are typically tuned to general online social networks (OSNs), often overlooking the complex, non-Euclidean, and dynamically evolving structure of SLNs, thus limiting their effectiveness in educational settings. In this work, we propose a graph neural network (GNN) framework that jointly considers the temporal evolution within classrooms and spatial aggregation across classrooms to perform link prediction in SLNs. Specifically, we analyze link prediction performance of GNNs over the SLNs of four distinct classrooms across their (i) temporal evolutions (varying time instances), (ii) spatial aggregations (joint SLN analysis), and (iii) varying spatial aggregations at varying temporal evolutions throughout the course. Our results indicate statistically significant performance improvements in the prediction of future links as the courses progress temporally. Aggregating SLNs from multiple classrooms generally enhances model performance as well, especially in sparser datasets. Moreover, we find that jointly leveraging both the temporal evolution and spatial aggregation of SLNs significantly outperforms conventional baseline approaches that analyze classrooms in isolation. Our findings demonstrate the efficacy of educationally meaningful link predictions, with direct implications for early-course decision-making and scalable learning analytics in and across classroom settings.

Bringing Multi-Modal Multi-Task Federated Foundation Models to Education Domain: Prospects and Challenges

Multi-modal multi-task (M3T) foundation models (FMs) have recently shown transformative potential in artificial intelligence, with emerging applications in education. However, their deployment in real-world educational settings is hindered by privacy regulations, data silos, and limited domain-specific data availability. We introduce M3T Federated Foundation Models (FedFMs) for education: a paradigm that integrates federated learning (FL) with M3T FMs to enable collaborative, privacy-preserving training across decentralized institutions while accommodating diverse modalities and tasks. Subsequently, this position paper aims to unveil M3T FedFMs as a promising yet underexplored approach to the education community, explore its potentials, and reveal its related future research directions. We outline how M3T FedFMs can advance three critical pillars of next-generation intelligent education systems: (i) privacy preservation, by keeping sensitive multi-modal student and institutional data local; (ii) personalization, through modular architectures enabling tailored models for students, instructors, and institutions; and (iii) equity and inclusivity, by facilitating participation from underrepresented and resource-constrained entities. We finally identify various open research challenges, including studying of (i) inter-institution heterogeneous privacy regulations, (ii) the non-uniformity of data modalities' characteristics, (iii) the unlearning approaches for M3T FedFMs, (iv) the continual learning frameworks for M3T FedFMs, and (v) M3T FedFM model interpretability, which must be collectively addressed for practical deployment.

Automated Identification of Logical Errors in Programs: Advancing Scalable Analysis of Student Misconceptions

In Computer Science (CS) education, understanding factors contributing to students' programming difficulties is crucial for effective learning support. By identifying specific issues students face, educators can provide targeted assistance to help them overcome obstacles and improve learning outcomes. While identifying sources of struggle, such as misconceptions, in real-time can be challenging in current educational practices, analyzing logical errors in students' code can offer valuable insights. This paper presents a scalable framework for automatically detecting logical errors in students' programming solutions. Our framework is based on an explainable Abstract Syntax Tree (AST) embedding model, the Subtree-based Attention Neural Network (SANN), that identifies the structural components of programs containing logical errors. We conducted a series of experiments to evaluate its effectiveness, and the results suggest that our framework can accurately capture students' logical errors and, more importantly, provide us with deeper insights into their learning processes, offering a valuable tool for enhancing programming education.

Automated Knowledge Component Generation and Knowledge Tracing for Coding Problems

Knowledge components (KCs) mapped to problems help model student learning, tracking their mastery levels on fine-grained skills thereby facilitating personalized learning and feedback in online learning platforms. However, crafting and tagging KCs to problems, traditionally performed by human domain experts, is highly labor-intensive. We present a fully automated, LLM-based pipeline for KC generation and tagging for open-ended programming problems. We also develop an LLM-based knowledge tracing (KT) framework to leverage these LLM-generated KCs, which we refer to as KCGen-KT. We conduct extensive quantitative and qualitative evaluations validating the effectiveness of KCGen-KT. On a real-world dataset of student code submissions to open-ended programming problems, KCGen-KT outperforms existing KT methods. We investigate the learning curves of generated KCs and show that LLM-generated KCs have a comparable level-of-fit to human-written KCs under the performance factor analysis (PFA) model. We also conduct a human evaluation to show that the KC tagging accuracy of our pipeline is reasonably accurate when compared to that by human domain experts.

The Transition from Centralized Machine Learning to Federated Learning for Mental Health in Education: A Survey of Current Methods and Future Directions

Research has increasingly explored the application of artificial intelligence (AI) and machine learning (ML) within the mental health domain to enhance both patient care and healthcare provider efficiency. Given that mental health challenges frequently emerge during early adolescence -- the critical years of high school and college -- investigating AI/ML-driven mental health solutions within the education domain is of paramount importance. Nevertheless, conventional AI/ML techniques follow a centralized model training architecture, which poses privacy risks due to the need for transferring students' sensitive data from institutions, universities, and clinics to central servers. Federated learning (FL) has emerged as a solution to address these risks by enabling distributed model training while maintaining data privacy. Despite its potential, research on applying FL to analyze students' mental health remains limited. In this paper, we aim to address this limitation by proposing a roadmap for integrating FL into mental health data analysis within educational settings. We begin by providing an overview of mental health issues among students and reviewing existing studies where ML has been applied to address these challenges. Next, we examine broader applications of FL in the mental health domain to emphasize the lack of focus on educational contexts. Finally, we propose promising research directions focused on using FL to address mental health issues in the education sector, which entails discussing the synergies between the proposed directions with broader human-centered domains. By categorizing the proposed research directions into short- and long-term strategies and highlighting the unique challenges at each stage, we aim to encourage the development of privacy-conscious AI/ML-driven mental health solutions.