Computing education research (CER) is often instigated by practitioners wanting to improve both their own and the wider discipline's teaching practice. However, the latter is often difficult as many researchers lack the colleagues, resources, or capacity to conduct research that is generalisable or rigorous enough to advance the discipline. As a result, research methods that enable sense-making with larger volumes of qualitative data, while not increasing the burden on the researcher, have significant potential within CER. In this discussion paper, we propose such a method for conducting rigorous analysis on large volumes of textual data, namely a variation of LLM-assisted content analysis (LACA). This method combines content analysis with the use of large language models, empowering researchers to conduct larger-scale research which they would otherwise not be able to perform. Using a computing education dataset, we illustrate how LACA could be applied in a reproducible and rigorous manner. We believe this method has potential in CER, enabling more generalisable findings from a wider range of research. This, together with the development of similar methods, can help to advance both the practice and research quality of the CER discipline.

The proliferation of Internet of things (IoT) devices in smart cities, transportation, healthcare, and industrial applications, coupled with the explosive growth of AI-driven services, has increased demands for efficient distributed computing architectures and networks, driving cloud-edge-terminal collaborative intelligence (CETCI) as a fundamental paradigm within the artificial intelligence of things (AIoT) community. With advancements in deep learning, large language models (LLMs), and edge computing, CETCI has made significant progress with emerging AIoT applications, moving beyond isolated layer optimization to deployable collaborative intelligence systems for AIoT (CISAIOT), a practical research focus in AI, distributed computing, and communications. This survey describes foundational architectures, enabling technologies, and scenarios of CETCI paradigms, offering a tutorial-style review for CISAIOT beginners. We systematically analyze architectural components spanning cloud, edge, and terminal layers, examining core technologies including network virtualization, container orchestration, and software-defined networking, while presenting categorizations of collaboration paradigms that cover task offloading, resource allocation, and optimization across heterogeneous infrastructures. Furthermore, we explain intelligent collaboration learning frameworks by reviewing advances in federated learning, distributed deep learning, edge-cloud model evolution, and reinforcement learning-based methods. Finally, we discuss challenges (e.g., scalability, heterogeneity, interoperability) and future trends (e.g., 6G+, agents, quantum computing, digital twin), highlighting how integration of distributed computing and communication can address open issues and guide development of robust, efficient, and secure collaborative AIoT systems.

Multiple-choice questions (MCQs) play a crucial role in fostering deep thinking and knowledge integration in education. However, previous research has primarily focused on generating MCQs with textual options, but it largely overlooks the visual options. Moreover, generating high-quality distractors remains a major challenge due to the high cost and limited scalability of manual authoring. To tackle these problems, we propose a Cross-modal Options Synthesis (CmOS), a novel framework for generating educational MCQs with visual options. Our framework integrates Multimodal Chain-of-Thought (MCoT) reasoning process and Retrieval-Augmented Generation (RAG) to produce semantically plausible and visually similar answer and distractors. It also includes a discrimination module to identify content suitable for visual options. Experimental results on test tasks demonstrate the superiority of CmOS in content discrimination, question generation and visual option generation over existing methods across various subjects and educational levels.

LLM app stores are quickly emerging as platforms that gather a wide range of intelligent applications based on LLMs, giving users many choices for content creation, coding support, education, and more. However, the current methods for ranking and recommending apps in these stores mostly rely on static metrics like user activity and favorites, which makes it hard for users to efficiently find high-quality apps. To address these challenges, we propose LaQual, an automated framework for evaluating the quality of LLM apps. LaQual consists of three main stages: first, it labels and classifies LLM apps in a hierarchical way to accurately match them to different scenarios; second, it uses static indicators, such as time-weighted user engagement and functional capability metrics, to filter out low-quality apps; and third, it conducts a dynamic, scenario-adaptive evaluation, where the LLM itself generates scenario-specific evaluation metrics, scoring rules, and tasks for a thorough quality assessment. Experiments on a popular LLM app store show that LaQual is effective. Its automated scores are highly consistent with human judgments (with Spearman's rho of 0.62 and p=0.006 in legal consulting, and rho of 0.60 and p=0.009 in travel planning). By effectively screening, LaQual can reduce the pool of candidate LLM apps by 66.7% to 81.3%. User studies further confirm that LaQual significantly outperforms baseline systems in decision confidence, comparison efficiency (with average scores of 5.45 compared to 3.30), and the perceived value of its evaluation reports (4.75 versus 2.25). Overall, these results demonstrate that LaQual offers a scalable, objective, and user-centered solution for finding and recommending high-quality LLM apps in real-world use cases.

The user experience with large-scale generative AI is paradoxical: superhuman fluency meets absurd failures in common sense and consistency. This paper argues that the resulting potent frustration is an ontological problem, stemming from the "Quasi-Creature"-an entity simulating intelligence without embodiment or genuine understanding. Interaction with this entity precipitates the "Uncanny Valley of Agency," a framework where user comfort drops when highly agentic AI proves erratically unreliable. Its failures are perceived as cognitive breaches, causing profound cognitive dissonance. Synthesizing HCI, cognitive science, and philosophy of technology, this paper defines the Quasi-Creature and details the Uncanny Valley of Agency. An illustrative mixed-methods study ("Move 78," N=37) of a collaborative creative task reveals a powerful negative correlation between perceived AI efficiency and user frustration, central to the negative experience. This framework robustly explains user frustration with generative AI and has significant implications for the design, ethics, and societal integration of these powerful, alien technologies.

When adopting the role of a teacher in learning-by-teaching environments, students often struggle to engage in knowledge-building activities, such as providing explanations and addressing misconceptions. Instead, they frequently default to knowledge-telling behaviors, where they simply dictate what they already know or what to do without deeper reflection, thereby limiting learning. Teachable agents, particularly those capable of posing persistent follow-up questions, have been shown to encourage students (tutors) to shift from knowledge-telling to knowledge-building and enhance tutor learning. Tutor learning encompasses two interrelated types of knowledge: conceptual and procedural knowledge. Research has established a bidirectional relationship between these knowledge types, where improvements in one reinforce the other. This study investigates the role of knowledge-building in mediating the bidirectional relationship between procedural and conceptual learning. Our findings revealed a stable bidirectional relationship between procedural and conceptual knowledge, with higher post-test scores observed among students who engaged in knowledge-building, regardless of their procedural and conceptual pre-test performance. This suggests that knowledge-building serves as a crucial mechanism bridging the gap between students with low prior knowledge and higher conceptual and procedural learning gain.

This paper explores the combination of two intrinsic motivation strategies to improve the efficiency of reinforcement learning (RL) agents in environments with extreme sparse rewards, where traditional learning struggles due to infrequent positive feedback. We propose integrating Variational State as Intrinsic Reward (VSIMR), which uses Variational AutoEncoders (VAEs) to reward state novelty, with an intrinsic reward approach derived from Large Language Models (LLMs). The LLMs leverage their pre-trained knowledge to generate reward signals based on environment and goal descriptions, guiding the agent. We implemented this combined approach with an Actor-Critic (A2C) agent in the MiniGrid DoorKey environment, a benchmark for sparse rewards. Our empirical results show that this combined strategy significantly increases agent performance and sampling efficiency compared to using each strategy individually or a standard A2C agent, which failed to learn. Analysis of learning curves indicates that the combination effectively complements different aspects of the environment and task: VSIMR drives exploration of new states, while the LLM-derived rewards facilitate progressive exploitation towards goals.

One of the enduring challenges in education is how to empower students to take ownership of their learning by setting meaningful goals, tracking their progress, and adapting their strategies when faced with setbacks. Research has shown that this form of leaner-centered learning is best cultivated through structured, supportive environments that promote guided practice, scaffolded inquiry, and collaborative dialogue. In response, educational efforts have increasingly embraced artificial-intelligence (AI)-powered digital learning environments, ranging from educational apps and virtual labs to serious games. Recent advances in large language models (LLMs) and neuro-symbolic systems, meanwhile, offer a transformative opportunity to reimagine how support is delivered in digital learning environments. LLMs are enabling socially interactive learning experiences and scalable, cross-domain learning support that can adapt instructional strategies across varied subjects and contexts. In parallel, neuro-symbolic AI provides new avenues for designing these agents that are not only adaptive but also scalable across domains. Based on these remarks, this paper presents a multi-agent, neuro-symbolic framework designed to resolve the aforementioned challenges. The framework assigns distinct pedagogical roles to specialized agents: an RL-based 'tutor' agent provides authoritative, non-verbal scaffolding, while a proactive, LLM-powered 'peer' agent facilitates the social dimensions of learning. While prior work has explored such agents in isolation, our framework's novelty lies in unifying them through a central educational ontology. Through case studies in both college-level and middle school settings, we demonstrate the framework's adaptability across domains. We conclude by outlining key insights and future directions for advancing AI-driven learning environments.

Active feature acquisition (AFA) is an instance-adaptive paradigm in which, at test time, a policy sequentially chooses which features to acquire (at a cost) before predicting. Existing approaches either train reinforcement learning (RL) policies, which deal with a difficult MDP, or greedy policies that cannot account for the joint informativeness of features or require knowledge about the underlying data distribution. To overcome this, we propose Template-based AFA (TAFA), a non-greedy framework that learns a small library of feature templates--a set of features that are jointly informative--and uses this library of templates to guide the next feature acquisitions. Through identifying feature templates, the proposed framework not only significantly reduces the action space considered by the policy but also alleviates the need to estimate the underlying data distribution. Extensive experiments on synthetic and real-world datasets show that TAFA outperforms the existing state-of-the-art baselines while achieving lower overall acquisition cost and computation.

Background: Existing robust, pervasive device-based systems developed in recent years to detect depression require data collected over a long period and may not be effective in cases where early detection is crucial. Objective: Our main objective was to develop a minimalistic system to identify depression using data retrieved in the fastest possible time. Methods: We developed a fast tool that retrieves the past 7 days' app usage data in 1 second (mean 0.31, SD 1.10 seconds). A total of 100 students from Bangladesh participated in our study, and our tool collected their app usage data. To identify depressed and nondepressed students, we developed a diverse set of ML models. We selected important features using the stable approach, along with 3 main types of feature selection (FS) approaches. Results: Leveraging only the app usage data retrieved in 1 second, our light gradient boosting machine model used the important features selected by the stable FS approach and correctly identified 82.4% (n=42) of depressed students (precision=75%, F1-score=78.5%). Moreover, after comprehensive exploration, we presented a parsimonious stacking model where around 5 features selected by the all-relevant FS approach Boruta were used in each iteration of validation and showed a maximum precision of 77.4% (balanced accuracy=77.9%). A SHAP analysis of our best models presented behavioral markers that were related to depression. Conclusions: Due to our system's fast and minimalistic nature, it may make a worthwhile contribution to identifying depression in underdeveloped and developing regions. In addition, our detailed discussion about the implication of our findings can facilitate the development of less resource-intensive systems to better understand students who are depressed.