Identifying the determinants of academic success in basic education represents a central challenge for educational research and policymaking, particularly in a country with Brazil's vast dimensions and socioeconomic heterogeneity (Issah et al. 2023). A systemic approach is crucial, as student performance is influenced by a complex interplay of factors spanning individual, academic, socioeconomic, and institutional domains (Barrag an Moreno and Guzm an Rinc on 2025). The System of Assessment of Basic Education (SAEB), conducted by the National Institute for Educational Studies and Research An ısio Teixeira (INEP) (INEP 2025), provides a rich, multi-level dataset uniquely suited for such an analysis (Bonamino et al. 2010). The public availability of its anonymized microdata enables the research community to investigate the intricate relationships between student proficiency and a wide array of contextual factors, from socioeconomic backgrounds to school infrastructure and teacher profiles. Consequently, the SAEB microdata is an essential resource for data-driven research aimed at informing and evaluating educational policies in the country (Lundberg and Lee 2017b; Mazoni and Oliveira 2023). While traditional statistical methods are common, the Educational Data Mining (EDM) paradigm offers powerful tools for uncovering complex, non-linear patterns from such data (Romero and Ventura 2010). Furthermore, we demonstrate that by interpreting the model's classification results with XAI techniques, our method provides data-driven insights for educators and policymakers (Idrizi 2024). The primary objective of this research is thus to develop and evaluate a multi-level machine learning model to identify the key systemic factors associated with the academic performance of 9th-grade and high school students, using the SAEB microdata. Building upon this perspective, the study shifts its analytical focus from purely individual student interventions toward addressing the systemic determinants that shape educational outcomes in Brazilian basic education.

The study explores the potential of AI technologies in personalized learning, suggesting the prediction of academic success through leadership personality traits and machine learning modelling. The primary data were obtained from 129 master's students in the Environmental Engineering Department, who underwent five leadership personality tests with 23 characteristics. Students used self-assessment tools that included Personality Insight, Workplace Culture, Motivation at Work, Management Skills, and Emotion Control tests. The test results were combined with the average grade obtained from academic reports. The study employed exploratory data analysis and correlation analysis. Feature selection utilized Pearson correlation coefficients of personality traits. The average grades were separated into three categories: fail, pass, and excellent. The modelling process was performed by tuning seven ML algorithms, such as SVM, LR, KNN, DT, GB, RF, XGBoost and LightGBM. The highest predictive performance was achieved with the RF classifier, which yielded an accuracy of 87.50% for the model incorporating 17 personality trait features and the leadership mark feature, and an accuracy of 85.71% for the model excluding this feature. In this way, the study offers an additional opportunity to identify students' strengths and weaknesses at an early stage of their education process and select the most suitable strategies for personalized learning.

The paper presents an experiment on the effects of adaptive emotional alignment between agents, considered a prerequisite for empathic communication, in Human-Robot Interaction (HRI). Using the NAO robot, we investigate the impact of an emotionally aligned, empathic, dialogue on these aspects: (i) the robot's persuasive effectiveness, (ii) the user's communication style, and (iii) the attribution of mental states and empathy to the robot. In an experiment with 42 participants, two conditions were compared: one with neutral communication and another where the robot provided responses adapted to the emotions expressed by the users. The results show that emotional alignment does not influence users' communication styles or have a persuasive effect. However, it significantly influences attribution of mental states to the robot and its perceived empathy

The application of data mining and artificial intelligence in education offers unprecedented potential for personalizing learning and early identification of at-risk students. However, the practical use of these techniques faces a significant barrier in privacy legislation, such as Brazil's General Data Protection Law (LGPD), which restricts the centralization of sensitive student data. To resolve this challenge, privacy-preserving computational approaches are required. The present study evaluates the feasibility and effectiveness of Federated Learning, specifically the FedProx algorithm, to predict student performance using microdata from the Brazilian Basic Education Assessment System (SAEB). A Deep Neural Network (DNN) model was trained in a federated manner, simulating a scenario with 50 schools, and its performance was rigorously benchmarked against a centralized eXtreme Gradient Boosting (XGBoost) model. The analysis, conducted on a universe of over two million student records, revealed that the centralized model achieved an accuracy of 63.96%. Remarkably, the federated model reached a peak accuracy of 61.23%, demonstrating a marginal performance loss in exchange for a robust privacy guarantee. The results indicate that Federated Learning is a viable and effective solution for building collaborative predictive models in the Brazilian educational context, in alignment with the requirements of the LGPD.

Academic performance depends on a multivariable nexus of socio-academic and financial factors. This study investigates these influences to develop effective strategies for optimizing students' CGP A. To achieve this, we reviewed various literature to identify key influencing factors and constructed a initial hypothetical causal graph based on the findings. Additionally, an online survey was conducted, where 1,050 students participated, providing comprehensive data for analysis. Causal analysis validated the relationships among variables, offering deeper insights into their direct and indirect effects on CGP A. Regression models were implemented for CGP A prediction, while classification models categorized students based on performance levels. Ridge Regression demonstrated strong predictive accuracy, achieving a Mean Absolute Error of 0.12 and a Mean Squared Error of 0.023. Random Forest outperformed in classification, attaining an F1-score near perfection and an accuracy of 98.68%. The study culminated in the development of a web-based application that provides students with personalized insights, allowing them to predict academic performance, identify areas for improvement, and make informed decisions to enhance their outcomes. The education system in Bangladesh, characterized by its highly competitive structure, places substantial emphasis on academic achievements, particularly the Cumulative Grade Point Average (CGP A). In Bangladesh, students are under continuous pressure to achieve a high CGP A, which not only impacts their academic reputation but also has broader implications for their personal and social lives. Failure to maintain a competitive CGP A can lead to severe consequences, such as academic probation or even dropout, which are more common than often realized ( (Nurmalitasari et al., 2023; de Assis et al., 2022)). This system, while striving to maintain high standards, also exposes students to risks related to academic stress and potential burnout, with low CGP A often correlating with decreased motivation and higher dropout rates ((Behr et al., 2020)). Consequently, CGP A holds significant weight in shaping students' academic trajectories, making it an essential factor not only for students themselves but also for educators and institutions aiming to foster positive academic environments. Understanding and accurately predicting CGP A could thus support students in better managing their academic journeys, offering early interventions for those at risk, and allowing educators to tailor their approaches to student needs.

We explore the use of Large Language Models (LLMs) for automated assessment of open-text student reflections and prediction of academic performance. Traditional methods for evaluating reflections are time-consuming and may not scale effectively in educational settings. In this work, we employ LLMs to transform student reflections into quantitative scores using two assessment strategies (single-agent and multi-agent) and two prompting techniques (zero-shot and few-shot). Our experiments, conducted on a dataset of 5,278 reflections from 377 students over three academic terms, demonstrate that the single-agent with few-shot strategy achieves the highest match rate with human evaluations. Furthermore, models utilizing LLM-assessed reflection scores outperform baselines in both at-risk student identification and grade prediction tasks. These findings suggest that LLMs can effectively automate reflection assessment, reduce educators' workload, and enable timely support for students who may need additional assistance. Our work emphasizes the potential of integrating advanced generative AI technologies into educational practices to enhance student engagement and academic success.

Understanding socio-academic and economic factors influencing students' performance is crucial for effective educational interventions. This study employs several machine learning techniques and causal analysis to predict and elucidate the impacts of these factors on academic performance. We constructed a hypothetical causal graph and collected data from 1,050 student profiles. Following meticulous data cleaning and visualization, we analyze linear relationships through correlation and variable plots, and perform causal analysis on the hypothetical graph. Regression and classification models are applied for prediction, and unsupervised causality analysis using PC, GES, ICA-LiNGAM, and GRASP algorithms is conducted. Our regression analysis shows that Ridge Regression achieve a Mean Absolute Error (MAE) of 0.12 and a Mean Squared Error (MSE) of 0.024, indicating robustness, while classification models like Random Forest achieve nearly perfect F1-scores. The causal analysis shows significant direct and indirect effects of factors such as class attendance, study hours, and group study on CGPA. These insights are validated through unsupervised causality analysis. By integrating the best regression model into a web application, we are developing a practical tool for students and educators to enhance academic outcomes based on empirical evidence.

This research investigates the use of machine learning methods to forecast students' academic performance in a school setting. Students' data with behavioral, academic, and demographic details were used in implementations with standard classical machine learning models including multi-layer perceptron classifier (MLPC). MLPC obtained 86.46% maximum accuracy for test set across all implementations. Under 10-fold cross validation, MLPC obtained 79.58% average accuracy for test set while for train set, it was 99.65%. MLP's better performance over other machine learning models strongly suggest the potential use of neural networks as data-efficient models. Feature selection approach played a crucial role in improving the performance and multiple evaluation approaches were used in order to compare with existing literature. Explainable machine learning methods were utilized to demystify the black box models and to validate the feature selection approach.

The use of generative AI (GAI) among university students is rapidly increasing, yet empirical research on students' GAI use and the factors influencing it remains limited. To address this gap, we surveyed 363 undergraduate and graduate students in the United States, examining their GAI usage and how it relates to demographic variables and personality traits based on the Big Five model (i.e., extraversion, agreeableness, conscientiousness, and emotional stability, and intellect/imagination). Our findings reveal: (a) Students in higher academic years are more inclined to use GAI and prefer it over traditional resources. (b) Non-native English speakers use and adopt GAI more readily than native speakers. (c) Compared to White, Asian students report higher GAI usage, perceive greater academic benefits, and express a stronger preference for it. Similarly, Black students report a more positive impact of GAI on their academic performance. Personality traits also play a significant role in shaping perceptions and usage of GAI. After controlling demographic factors, we found that personality still significantly predicts GAI use and attitudes: (a) Students with higher conscientiousness use GAI less. (b) Students who are higher in agreeableness perceive a less positive impact of GAI on academic performance and express more ethical concerns about using it for academic work. (c) Students with higher emotional stability report a more positive impact of GAI on learning and fewer concerns about its academic use. (d) Students with higher extraversion show a stronger preference for GAI over traditional resources. (e) Students with higher intellect/imagination tend to prefer traditional resources. These insights highlight the need for universities to provide personalized guidance to ensure students use GAI effectively, ethically, and equitably in their academic pursuits.

Simon Suh Department of Technology and Society Stony Brook University [Abstract] Driven by the global shift towards online learning prompted by the COVID-19 pandemic, Artificial Intelligence (AI) has emerged as a pivotal player in the field of education. Intelligent Tutoring Systems (ITS) offer a new method of personalized teaching, replacing the limitations of traditional teaching methods. However, concerns arise about the ability of AI tutors to address skill development and engagement during the learning process. In this paper, I will conduct a quasi-experiment with paired-sample t-test on 34 students pre-and post-use of AI tutors in language learning platforms like Santa and Duolingo to examine the relationship between students' engagement, academic performance, and students' satisfaction during a personalized language learning experience. Keywords: Artificial Intelligence; Academic Performance; ITS Education; Student Engagement; Language Learning; Personalized Learning; Student Satisfaction 1. Introduction The educational landscape is undergoing a transformative shift with the integration of Artificial Intelligence (AI). Technologies like Intelligent Tutoring Systems (ITS), specifically designed to provide individualized instruction and feedback to learners (Sedlmeier, 2002), play a crucial role in this transformation, steering the educational landscape towards the Application of Artificial Intelligence in Education (AIEd) (Thomas et al., 2023). As the accessibility and diversity of AI technologies increase, this holds a significant potential to personalize learning experiences and unlock the educational potential of each student by fostering a more efficient and effective learning process (Rane, 2023).