Recent advancements in Large Language Models (LLMs), particularly those built on Transformer architectures, have significantly broadened the scope of natural language processing (NLP) applications, transcending their initial use in chatbot technology. This paper investigates the multifaceted applications of these models, with an emphasis on the GPT series. This exploration focuses on the transformative impact of artificial intelligence (AI) driven tools in revolutionizing traditional tasks like coding and problem-solving, while also paving new paths in research and development across diverse industries. From code interpretation and image captioning to facilitating the construction of interactive systems and advancing computational domains, Transformer models exemplify a synergy of deep learning, data analysis, and neural network design. This survey provides an in-depth look at the latest research in Transformer models, highlighting their versatility and the potential they hold for transforming diverse application sectors, thereby offering readers a comprehensive understanding of the current and future landscape of Transformer-based LLMs in practical applications.

In recent years, there is a lot of interest in modeling students' digital traces in Learning Management System (LMS) to understand students' learning behavior patterns including aspects of meta-cognition and self-regulation, with the ultimate goal to turn those insights into actionable information to support students to improve their learning outcomes. In achieving this goal, however, there are two main issues that need to be addressed given the existing literature. Firstly, most of the current work is course-centered (i.e. models are built from data for a specific course) rather than student-centered; secondly, a vast majority of the models are correlational rather than causal. Those issues make it challenging to identify the most promising actionable factors for intervention at the student level where most of the campus-wide academic support is designed for. In this paper, we explored a student-centric analytical framework for LMS activity data that can provide not only correlational but causal insights mined from observational data. We demonstrated this approach using a dataset of 1651 computing major students at a public university in the US during one semester in the Fall of 2019. This dataset includes students' fine-grained LMS interaction logs and administrative data, e.g. demographics and academic performance. In addition, we expand the repository of LMS behavior indicators to include those that can characterize the time-of-the-day of login (e.g. chronotype). Our analysis showed that student login volume, compared with other login behavior indicators, is both strongly correlated and causally linked to student academic performance, especially among students with low academic performance. We envision that those insights will provide convincing evidence for college student support groups to launch student-centered and targeted interventions that are effective and scalable.