Preventing student dropout is a major challenge in higher education and it is difficult to predict prior to enrolment which students are likely to drop out and which students are likely to succeed. High School GPA is a strong predictor of dropout, but much variance in dropout remains to be explained. This study focused on predicting university dropout by using text mining techniques with the aim of exhuming information contained in motivation statements written by students. By combining text data with classic predictors of dropout in the form of student characteristics, we attempt to enhance the available set of predictive student characteristics. Our dataset consisted of 7,060 motivation statements of students enrolling in a non-selective bachelor at a Dutch university in 2014 and 2015. Support Vector Machines were trained on 75 percent of the data and several models were estimated on the test data. We used various combinations of student characteristics and text, such as TFiDF, topic modelling, LIWC dictionary. Results showed that, although the combination of text and student characteristics did not improve the prediction of dropout, text analysis alone predicted dropout similarly well as a set of student characteristics. Suggestions for future research are provided.

While learning personalization offers great potential for learners, modern practices in higher education require a deeper consideration of domain models and learning contexts, to develop effective personalization algorithms. This paper introduces an innovative approach to higher education curriculum modelling that utilizes large language models (LLMs) for knowledge graph (KG) completion, with the goal of creating personalized learning-path recommendations. Our research focuses on modelling university subjects and linking their topics to corresponding domain models, enabling the integration of learning modules from different faculties and institutions in the student's learning path. Central to our approach is a collaborative process, where LLMs assist human experts in extracting high-quality, fine-grained topics from lecture materials. We develop a domain, curriculum, and user models for university modules and stakeholders. We implement this model to create the KG from two study modules: Embedded Systems and Development of Embedded Systems Using FPGA. The resulting KG structures the curriculum and links it to the domain models. We evaluate our approach through qualitative expert feedback and quantitative graph quality metrics. Domain experts validated the relevance and accuracy of the model, while the graph quality metrics measured the structural properties of our KG. Our results show that the LLM-assisted graph completion approach enhances the ability to connect related courses across disciplines to personalize the learning experience. Expert feedback also showed high acceptance of the proposed collaborative approach for concept extraction and classification.

Given the growing trend of many organizations integrating Retrieval Augmented Generation (RAG) into their operations, we assess RAG on domain-specific data and test state-of-the-art models across various optimization techniques. We incorporate four optimizations; Multi-Query, Child-Parent-Retriever, Ensemble Retriever, and In-Context-Learning, to enhance the functionality and performance in the academic domain. We focus on data retrieval, specifically targeting various study programs at a large technical university. We additionally introduce a novel evaluation approach, the RAG Confusion Matrix designed to assess the effectiveness of various configurations within the RAG framework. By exploring the integration of both open-source (e.g., Llama2, Mistral) and closed-source (GPT-3.5 and GPT-4) Large Language Models, we offer valuable insights into the application and optimization of RAG frameworks in domain-specific contexts. Our experiments show a significant performance increase when including multi-query in the retrieval phase.