Models for student reading performance can empower educators and institutions to proactively identify at-risk students, thereby enabling early and tailored instructional interventions. However, there are no suitable publicly available educational datasets for modeling and predicting future reading performance. In this work, we introduce the Enhanced Core Reading Instruction ECRI dataset, a novel large-scale longitudinal tabular dataset collected across 44 schools with 6,916 students and 172 teachers. We leverage the dataset to empirically evaluate the ability of state-of-the-art machine learning models to recognize early childhood educational patterns in multivariate and partial measurements. Specifically, we demonstrate a simple self-supervised strategy in which a Multi-Layer Perception (MLP) network is pre-trained over masked inputs to outperform several strong baselines while generalizing over diverse educational settings. To facilitate future developments in precise modeling and responsible use of models for individualized and early intervention strategies, our data and code are available at https://ecri-data.github.io/.

Background: Over the past few decades, the process and methodology of automated question generation (AQG) have undergone significant transformations. Recent progress in generative natural language models has opened up new potential in the generation of educational content. Objectives: This paper explores the potential of large language models (LLMs) for generating computer science questions that are sufficiently annotated for automatic learner model updates, are fully situated in the context of a particular course, and address the cognitive dimension understand. Methods: Unlike previous attempts that might use basic methods like ChatGPT, our approach involves more targeted strategies such as retrieval-augmented generation (RAG) to produce contextually relevant and pedagogically meaningful learning objects. Results and Conclusions: Our results show that generating structural, semantic annotations works well. However, this success was not reflected in the case of relational annotations. The quality of the generated questions often did not meet educational standards, highlighting that although LLMs can contribute to the pool of learning materials, their current level of performance requires significant human intervention to refine and validate the generated content.

This study investigates the potential of using ChatGPT as a teachable agent to support students' learning by teaching process, specifically in programming education. While learning by teaching is an effective pedagogical strategy for promoting active learning, traditional teachable agents have limitations, particularly in facilitating natural language dialogue. Our research explored whether ChatGPT, with its ability to engage learners in natural conversations, can support this process. The findings reveal that interacting with ChatGPT improves students' knowledge gains and programming abilities, particularly in writing readable and logically sound code. However, it had limited impact on developing learners' error-correction skills, likely because ChatGPT tends to generate correct code, reducing opportunities for students to practice debugging. Additionally, students' self-regulated learning (SRL) abilities improved, suggesting that teaching ChatGPT fosters learners' higher self-efficacy and better implementation of SRL strategies. This study discussed the role of natural dialogue in fostering socialized learning by teaching, and explored ChatGPT's specific contributions in supporting students' SRL through the learning by teaching process. Overall, the study highlights ChatGPT's potential as a teachable agent, offering insights for future research on ChatGPT-supported education.

Intelligent dialogue systems are increasingly used in modern education and psychological counseling fields, but most existing systems are limited to a single domain, cannot deal with both educational and psychological issues, and often lack accuracy and professionalism when dealing with complex issues. To address these problems, this paper proposes an intelligent dialog system that combines educational and psychological counseling functions. The system consists of multiple AI agent, including security detection agent, intent identification agent, educational LLM agent, and psychological LLM agent, which work in concert to ensure the provision of accurate educational knowledge Q\&A and psychological support services. Specifically, the system recognizes user-input intentions through an intention classification model and invokes a retrieval-enhanced educational grand model and a psychological grand model fine-tuned with psychological data in order to provide professional educational advice and psychological support.

Many development decisions affect the results obtained from ML experiments: training data, features, model architecture, hyperparameters, test data, etc. Among these aspects, arguably the most important design decisions are those that involve the evaluation procedure. This procedure is what determines whether the conclusions drawn from the experiments will or will not generalize to unseen data and whether they will be relevant to the application of interest. If the data is incorrectly selected, the wrong metric is chosen for evaluation or the significance of the comparisons between models is overestimated, conclusions may be misleading or result in suboptimal development decisions. To avoid such problems, the evaluation protocol should be very carefully designed before experimentation starts. In this work we discuss the main aspects involved in the design of the evaluation protocol: data selection, metric selection, and statistical significance. This document is not meant to be an exhaustive tutorial on each of these aspects. Instead, the goal is to explain the main guidelines that should be followed in each case. We include examples taken from the speech processing field, and provide a list of common mistakes related to each aspect.

E-learning environments are increasingly harnessing large language models (LLMs) like GPT-3.5 and GPT-4 for tailored educational support. This study introduces an approach that integrates dynamic knowledge graphs with LLMs to offer nuanced student assistance. By evaluating past and ongoing student interactions, the system identifies and appends the most salient learning context to prompts directed at the LLM. Central to this method is the knowledge graph's role in assessing a student's comprehension of topic prerequisites. Depending on the categorized understanding (good, average, or poor), the LLM adjusts its guidance, offering advanced assistance, foundational reviews, or in-depth prerequisite explanations, respectively. Preliminary findings suggest students could benefit from this tiered support, achieving enhanced comprehension and improved task outcomes. However, several issues related to potential errors arising from LLMs were identified, which can potentially mislead students. This highlights the need for human intervention to mitigate these risks. This research aims to advance AI-driven personalized learning while acknowledging the limitations and potential pitfalls, thus guiding future research in technology and data-driven education.

Introduction Reinforcement Learning (RL) is one of the most prominent and widely discussed methods in artificial intelligence, primarily focusing on how an agent learns to make decisions by interacting with an environment to maximize cumulative rewards [1]. RL has seen extensive applications in various domains, including autonomous driving [2], recommendation systems [3], unmanned aerial vehicles (UAVs) [4], financial trading [5], causal inference [6], and precision medicine [7,8]; see [9,10] for a review. The classic and simplified problem in RL is the stochastic bandit problems. Stochastic bandit problems exemplify the exploration-exploitation tradeoff dilemma, where an agent must choose between exploring new options to gather more information and exploiting known options to maximize rewards. The current review literature on stochastic bandit algorithms highlights applications in areas such as recommendation systems[11-13], experimental design[14], and precision medicine[8], causal inference[15]. Efficient bandit algorithms are designed from a statistical perspective. However, these aspects remain underexplored in existing reviews. This paper aims to address this gap by focusing on the probabilistic and statistical foundations of stochastic algorithms, with particular emphasis on concentration inequalities, minimax rate of regret upper bounds, small-sample statistical inferences, linear models, Bayesian optimization, statistical learning theory, design of experiments, the Neyman-Rubin causal model, functional data analysis, robust statistics, information theory, and so on.

The working environment in healthcare analytics is transforming with the emergence of healthcare 5.0 and the advancements in quantum neural networks. In addition to analyzing a comprehensive set of case studies, we also review relevant literature from the fields of quantum computing applications and smart healthcare analytics, focusing on the implications of quantum deep neural networks. This study aims to shed light on the existing research gaps regarding the implications of quantum neural networks in healthcare analytics. We argue that the healthcare industry is currently transitioning from automation towards genuine collaboration with quantum networks, which presents new avenues for research and exploration. Specifically, this study focuses on evaluating the performance of Healthcare 5.0, which involves the integration of diverse quantum machine learning and quantum neural network systems. This study also explores a range of potential challenges and future directions for Healthcare 5.0, particularly focusing on the integration of quantum neural networks.

Developing problem-solving competency is central to Science, Technology, Engineering, and Mathematics (STEM) education, yet translating this priority into effective approaches to problem-solving instruction and assessment remain a significant challenge. The recent proliferation of generative artificial intelligence (genAI) tools like ChatGPT in higher education introduces new considerations about how these tools can help or hinder students' development of STEM problem-solving competency. Our research examines these considerations by studying how and why college students use genAI tools in their STEM coursework, focusing on their problem-solving support. We surveyed 40 STEM college students from diverse U.S. institutions and 28 STEM faculty to understand instructor perspectives on effective genAI tool use and guidance in STEM courses. Our findings reveal high adoption rates and diverse applications of genAI tools among STEM students. The most common use cases include finding explanations, exploring related topics, summarizing readings, and helping with problem-set questions. The primary motivation for using genAI tools was to save time. Moreover, over half of student participants reported simply inputting problems for AI to generate solutions, potentially bypassing their own problem-solving processes. These findings indicate that despite high adoption rates, students' current approaches to utilizing genAI tools often fall short in enhancing their own STEM problem-solving competencies. The study also explored students' and STEM instructors' perceptions of the benefits and risks associated with using genAI tools in STEM education. Our findings provide insights into how to guide students on appropriate genAI use in STEM courses and how to design genAI-based tools to foster students' problem-solving competency.

This study examines the integration of generative AI in schools, assessing its benefits and risks. As AI use by students grows, it's crucial to understand its impact on learning and teaching practices. Generative AI, like ChatGPT, can create human-like content, prompting questions about its educational role. The article differentiates large language models from traditional search engines and stresses the need for students to develop critical source evaluation skills. Although empirical evidence on AI's classroom effects is limited, AI offers personalized learning support and problem-solving tools, alongside challenges like undermining deep learning if misused. The study emphasizes deliberate strategies to ensure AI complements, not replaces, genuine cognitive effort. AI's educational role should be context-dependent, guided by pedagogical goals. The study concludes with practical advice for teachers on effectively utilizing AI to promote understanding and critical engagement, advocating for a balanced approach to enhance students' knowledge and skills development.