The development of Automatic Question Generation (QG) models has the potential to significantly improve educational practices by reducing the teacher workload associated with creating educational content. This paper introduces a novel approach to educational question generation that controls the topical focus of questions. The proposed Topic-Controlled Question Generation (T-CQG) method enhances the relevance and effectiveness of the generated content for educational purposes. Our approach uses fine-tuning on a pre-trained T5-small model, employing specially created datasets tailored to educational needs. The research further explores the impacts of pre-training strategies, quantisation, and data augmentation on the model's performance. We specifically address the challenge of generating semantically aligned questions with paragraph-level contexts, thereby improving the topic specificity of the generated questions. In addition, we introduce and explore novel evaluation methods to assess the topical relatedness of the generated questions. Our results, validated through rigorous offline and human-backed evaluations, demonstrate that the proposed models effectively generate high-quality, topic-focused questions. These models have the potential to reduce teacher workload and support personalised tutoring systems by serving as bespoke question generators. With its relatively small number of parameters, the proposals not only advance the capabilities of question generation models for handling specific educational topics but also offer a scalable solution that reduces infrastructure costs. This scalability makes them feasible for widespread use in education without reliance on proprietary large language models like ChatGPT.

The widespread use of generative AI has led to multiple applications of AI-generated text and media to potentially enhance learning outcomes. However, there are a limited number of well-designed experimental studies investigating the impact of learning gains and affective feedback from AI-generated media compared to traditional media (e.g., text from documents and human recordings of video). The current study recruited 500 participants to investigate adult learners recall and recognition performances as well as their affective feedback on the AI-generated synthetic video, using a mixed-methods approach with a pre-and post-test design. Specifically, four learning conditions, AI-generated framing of human instructor-generated text, AI-generated synthetic videos with human instructor-generated text, human instructor-generated videos, and human instructor-generated text frame (baseline), were considered. The results indicated no statistically significant difference amongst conditions on recall and recognition performance. In addition, the participants affective feedback was not statistically significantly different between the two video conditions. However, adult learners preferred to learn from the video formats rather than text materials.

This paper presents a multi-dimensional view of AI's role in learning and education, emphasizing the intricate interplay between AI, analytics, and the learning processes. Here, I challenge the prevalent narrow conceptualisation of AI as tools, as exemplified in generative AI tools, and argue for the importance of alternative conceptualisations of AI for achieving human-AI hybrid intelligence. I highlight the differences between human intelligence and artificial information processing, the importance of hybrid human-AI systems to extend human cognition, and posit that AI can also serve as an instrument for understanding human learning. Early learning sciences and AI in Education research (AIED), which saw AI as an analogy for human intelligence, have diverged from this perspective, prompting a need to rekindle this connection. The paper presents three unique conceptualisations of AI: the externalization of human cognition, the internalization of AI models to influence human mental models, and the extension of human cognition via tightly coupled human-AI hybrid intelligence systems. Examples from current research and practice are examined as instances of the three conceptualisations in education, highlighting the potential value and limitations of each conceptualisation for education, as well as the perils of overemphasis on externalising human cognition. The paper concludes with advocacy for a broader approach to AIED that goes beyond considerations on the design and development of AI, but also includes educating people about AI and innovating educational systems to remain relevant in an AI-ubiquitous world.

In this article, we explore computer vision approaches to detect abnormal head pose during e-learning sessions and we introduce a study on the effects of mobile phone usage during these sessions. We utilize behavioral data collected from 120 learners monitored while participating in a MOOC learning sessions. Our study focuses on the influence of phone-usage events on behavior and physiological responses, specifically attention, heart rate, and meditation, before, during, and after phone usage. Additionally, we propose an approach for estimating head pose events using images taken by the webcam during the MOOC learning sessions to detect phone-usage events. Our hypothesis suggests that head posture undergoes significant changes when learners interact with a mobile phone, contrasting with the typical behavior seen when learners face a computer during e-learning sessions. We propose an approach designed to detect deviations in head posture from the average observed during a learner's session, operating as a semi-supervised method. This system flags events indicating alterations in head posture for subsequent human review and selection of mobile phone usage occurrences with a sensitivity over 90%.

Effective collaboration requires groups to strategically regulate themselves to overcome challenges. Research has shown that groups may fail to regulate due to differences in members' perceptions of challenges which may benefit from external support. In this study, we investigated the potential of leveraging three distinct natural language processing models: an expert knowledge rule-based model, a supervised machine learning (ML) model and a Large Language model (LLM), in challenge detection and challenge dimension identification (cognitive, metacognitive, emotional and technical/other challenges) from student discourse, was investigated. The results show that the supervised ML and the LLM approaches performed considerably well in both tasks, in contrast to the rule-based approach, whose efficacy heavily relies on the engineered features by experts. The paper provides an extensive discussion of the three approaches' performance for automated detection and support of students' challenge moments in collaborative learning activities. It argues that, although LLMs provide many advantages, they are unlikely to be the panacea to issues of the detection and feedback provision of socially shared regulation of learning due to their lack of reliability, as well as issues of validity evaluation, privacy and confabulation. We conclude the paper with a discussion on additional considerations, including model transparency to explore feasible and meaningful analytical feedback for students and educators using LLMs.

Using learning analytics to investigate and support collaborative learning has been explored for many years. Recently, automated approaches with various artificial intelligence approaches have provided promising results for modelling and predicting student engagement and performance in collaborative learning tasks. However, due to the lack of transparency and interpretability caused by the use of "black box" approaches in learning analytics design and implementation, guidance for teaching and learning practice may become a challenge. On the one hand, the black box created by machine learning algorithms and models prevents users from obtaining educationally meaningful learning and teaching suggestions. On the other hand, focusing on group and cohort level analysis only can make it difficult to provide specific support for individual students working in collaborative groups. This paper proposes a transparent approach to automatically detect student's individual engagement in the process of collaboration. The results show that the proposed approach can reflect student's individual engagement and can be used as an indicator to distinguish students with different collaborative learning challenges (cognitive, behavioural and emotional) and learning outcomes. The potential of the proposed collaboration analytics approach for scaffolding collaborative learning practice in face-to-face contexts is discussed and future research suggestions are provided.

Recent advances in generative artificial intelligence (AI) have captured worldwide attention. Tools such as Dalle-2 and ChatGPT suggest that tasks previously thought to be beyond the capabilities of AI may now augment the productivity of creative media in various new ways, including through the generation of synthetic video. This research paper explores the utility of using AI-generated synthetic video to create viable educational content for online educational settings. To date, there is limited research investigating the real-world educational value of AI-generated synthetic media. To address this gap, we examined the impact of using AI-generated synthetic video in an online learning platform on both learners content acquisition and learning experience. We took a mixed-method approach, randomly assigning adult learners (n=83) into one of two micro-learning conditions, collecting pre- and post-learning assessments, and surveying participants on their learning experience. The control condition included a traditionally produced instructor video, while the experimental condition included a synthetic video with a realistic AI-generated character. The results show that learners in both conditions demonstrated significant improvement from pre- to post-learning (p<.001), with no significant differences in gains between the two conditions (p=.80). In addition, no differences were observed in how learners perceived the traditional and synthetic videos. These findings suggest that AI-generated synthetic learning videos have the potential to be a viable substitute for videos produced via traditional methods in online educational settings, making high quality educational content more accessible across the globe.