Generating high-quality MCQs, especially those targeting diverse cognitive levels and incorporating common misconceptions into distractor design, is time-consuming and expertise-intensive, making manual creation impractical at scale. Current automated approaches typically generate questions at lower cognitive levels and fail to incorporate domain-specific misconceptions. This paper presents a hierarchical concept map-based framework that provides structured knowledge to guide LLMs in generating MCQs with distractors. We chose high-school physics as our test domain and began by developing a hierarchical concept map covering major Physics topics and their interconnections with an efficient database design. Next, through an automated pipeline, topic-relevant sections of these concept maps are retrieved to serve as a structured context for the LLM to generate questions and distractors that specifically target common misconceptions. Lastly, an automated validation is completed to ensure that the generated MCQs meet the requirements provided. We evaluate our framework against two baseline approaches: a base LLM and a RAG-based generation. We conducted expert evaluations and student assessments of the generated MCQs. Expert evaluation shows that our method significantly outperforms the baseline approaches, achieving a success rate of 75.20% in meeting all quality criteria compared to approximately 37% for both baseline methods. Student assessment data reveal that our concept map-driven approach achieved a significantly lower guess success rate of 28.05% compared to 37.10% for the baselines, indicating a more effective assessment of conceptual understanding. The results demonstrate that our concept map-based approach enables robust assessment across cognitive levels and instant identification of conceptual gaps, facilitating faster feedback loops and targeted interventions at scale.

Tutoring is highly effective for promoting learning. However, the contribution of expertise to tutoring effectiveness is unclear and continues to be debated. We conducted a 9-week learning efficacy study of an intelligent tutoring system (ITS) for biology modeled on expert human tutors with two control conditions: human tutors who were experts in the domain but not in tutoring and a no-tutoring condition. All conditions were supplemental to classroom instruction, and students took learning tests immediately before and after tutoring sessions as well as delayed tests 1-2 weeks later. Analysis using logistic mixed-effects modeling indicates significant positive effects on the immediate post-test for the ITS (d =.71) and human tutors (d =.66) which are in the 99th percentile of meta-analytic effects, as well as significant positive effects on the delayed post-test for the ITS (d =.36) and human tutors (d =.39). We discuss implications for the role of expertise in tutoring and the design of future studies.

Due to their versatility, concept maps are used in various educational settings and serve as tools that enable educators to comprehend students' knowledge construction. An essential component for analyzing a concept map is its structure, which can be categorized into three distinct types: spoke, network, and chain. Understanding the predominant structure in a map offers insights into the student's depth of comprehension of the subject. Therefore, this study examined 317 distinct concept map structures, classifying them into one of the three types, and used statistical and descriptive information from the maps to train multiclass classification models. As a result, we achieved an 86\% accuracy in classification using a Decision Tree. This promising outcome can be employed in concept map assessment systems to provide real-time feedback to the student.

Convolutional Neural Networks (CNNs) have seen significant performance improvements in recent years. However, due to their size and complexity, they function as black-boxes, leading to transparency concerns. State-of-the-art saliency methods generate local explanations that highlight the area in the input image where a class is identified but cannot explain how a concept of interest contributes to the prediction, which is essential for bias mitigation. On the other hand, concept-based methods, such as TCAV (Testing with Concept Activation Vectors), provide insights into how sensitive is the network to a concept, but cannot compute its attribution in a specific prediction nor show its location within the input image. This paper introduces a novel post-hoc explainability framework, Visual-TCAV, which aims to bridge the gap between these methods by providing both local and global explanations for CNN-based image classification. Visual-TCAV uses Concept Activation Vectors (CAVs) to generate saliency maps that show where concepts are recognized by the network. Moreover, it can estimate the attribution of these concepts to the output of any class using a generalization of Integrated Gradients. This framework is evaluated on popular CNN architectures, with its validity further confirmed via experiments where ground truth for explanations is known, and a comparison with TCAV. Our code will be made available soon.

In recent years, the landscape of e-learning has witnessed exceptional advancements, providing students with tools to improve their performance. In the pursuit of optimizing the e-learning experience, one emerging area of focus is the integration of recommender systems. By leveraging sophisticated algorithms, recommender systems aim to personalize the learning path by tailoring recommendations based on individual student performance, preferences, learning style and other factors.

Nowadays, we are dealing more and more with robots and AI in everyday life. However, their behavior is not always apparent to most lay users, especially in error situations. As a result, there can be misconceptions about the behavior of the technologies in use. This, in turn, can lead to misuse and rejection by users. Explanation, for example, through transparency, can address these misconceptions. However, it would be confusing and overwhelming for users if the entire software or hardware was explained. Therefore, this paper looks at the 'enabling' architecture. It describes those aspects of a robotic system that might need to be explained to enable someone to use the technology effectively. Furthermore, this paper is concerned with the 'explanandum', which is the corresponding misunderstanding or missing concepts of the enabling architecture that needs to be clarified. We have thus developed and present an approach for determining this 'enabling' architecture and the resulting 'explanandum' of complex technologies.

The exponential growth of textual data has created a crucial need for tools that assist users in extracting meaningful insights. Traditional document summarization approaches often fail to meet individual user requirements and lack structure for efficient information processing. To address these limitations, we propose Summation, a hierarchical personalized concept-based summarization approach. It synthesizes documents into a concise hierarchical concept map and actively engages users by learning and adapting to their preferences. Using a Reinforcement Learning algorithm, Summation generates personalized summaries for unseen documents on specific topics. This framework enhances comprehension, enables effective navigation, and empowers users to extract meaningful insights from large document collections aligned with their unique requirements.

Collaborative problem solving (CPS) enables student groups to complete learning tasks, construct knowledge, and solve problems. Previous research has argued the importance to examine the complexity of CPS, including its multimodality, dynamics, and synergy from the complex adaptive systems perspective. However, there is limited empirical research examining the adaptive and temporal characteristics of CPS which might lead to an oversimplified representation of the real complexity of the CPS process. To further understand the nature of CPS in online interaction settings, this research collected multimodal process and performance data (i.e., verbal audios, computer screen recordings, concept map data) and proposed a three-layered analytical framework that integrated AI algorithms with learning analytics to analyze the regularity of groups collaboration patterns. The results detected three types of collaborative patterns in groups, namely the behaviour-oriented collaborative pattern (Type 1) associated with medium-level performance, the communication - behaviour - synergistic collaborative pattern (Type 2) associated with high-level performance, and the communication-oriented collaborative pattern (Type 3) associated with low-level performance. The research further highlighted the multimodal, dynamic, and synergistic characteristics of groups collaborative patterns to explain the emergence of an adaptive, self-organizing system during the CPS process.

Concepts are key building blocks of higher level human understanding. Explainable AI (XAI) methods have shown tremendous progress in recent years, however, local attribution methods do not allow to identify coherent model behavior across samples and therefore miss this essential component. In this work, we study concept-based explanations and put forward a new definition of concepts as low-dimensional subspaces of hidden feature layers. We novelly apply sparse subspace clustering to discover these concept subspaces. Moving forward, we derive insights from concept subspaces in terms of localized input (concept) maps, show how to quantify concept relevances and lastly, evaluate similarities and transferability between concepts. We empirically demonstrate the soundness of the proposed Sparse Subspace Clustering for Concept Discovery (SSCCD) method for a variety of different image classification tasks. This approach allows for deeper insights into the actual model behavior that would remain hidden from conventional input-level heatmaps.

We propose a concept map based approach to assessing freely generated student responses. The proposed approach is based on a novel automated tuple extraction system, DT-OpenIE, for automatically extracting concept maps from student responses. The DT-OpenIE system is significantly better in terms of concept map quality for assessment purposes than state-of-the-art open information extraction (IE) systems such as Ollie or Stanford as evidenced by our experimental results. The concept map based approach can significantly improve tracking student's mastery level in an automated tutoring environment such as DeepTutor where students interact with the automated tutor using natural language because the concept maps can be used not only to generate a holistic score assessing the accuracy of a student response but also enable diagnostic feedback.