online learning platform developers

Abstract: Online learning platforms are increasingly deploying AI assistants to provide personalized, on-demand tutoring. These can leverage infographics to communicate complex information and improve the learning experience. However, automating effective infographic generation remains a challenging task, requiring a combination of visual richness with precise typography, structured layouts, and continued editability. Existing representation methods satisfy these goals only in part: Scalable Vector Graphics (SVG) representations preserve geometry, hierarchy, and text but provide limited aesthetic flexibility, while raster diffusion models produce richer appearances by flattening content and layout into a single image. Conditioning a diffusion model on a rasterized SVG does not resolve this conflict because the raster preserves approximate placement but discards element ownership, occlusion relationships, and the structure needed to modify and recompose the result. We introduce LayerCanvas, a hybrid approach that retains SVG as the semantic, structural, and typographic program while using diffusion to aestheticize non-text content. Rather than generating one flattened raster, LayerCanvas partitions SVG elements into z-ordered sets of mutually non-overlapping elements and processes them through communicating parallel RGB generation streams. The resulting layers are independently editable and deterministically recomposed, while text is rendered from preserved vector metadata. Our approach combines rich visual synthesis with accurate typography and localized editing. LayerCanvas substantially improves text fidelity over state-of-the-art raster image generators while achieving the highest overall aesthetic quality. We further demonstrate non-destructive content editing, localization, asset reuse, and animation.

Abstract: Human learning is a dissipative dynamical process: mastery accumulates through practice, decays through forgetting, and propagates across interdependent concepts. We model it as a nonlinear dissipative system of ordinary differential equations whose parameters are mechanistically meaningful (a concept-transfer matrix encoding prerequisite coupling, per-concept forgetting rates, and a saturating practice-response gain), and we study when those parameters can actually be recovered from data. We prove a structural identifiability theorem for the associated inverse problem under explicit excitation conditions, with constructive closed-form recovery for the two-concept case, together with monotonicity, robustness and L-stability results. We derive a semi-implicit L-stable scheme for the dissipative subsystem and a batched solver numerically equivalent to the per-trajectory formulation (bit-exact predictions, gradients to $10^{-10}$) yet two orders of magnitude faster, making estimation feasible on cohorts of $10^5$ learners. The empirical study is two-sided. Under the theorem's excitation conditions, synthetic recovery is exact: parameters to machine precision, prerequisite structure at $F_1 = 1.0$. On large observational benchmarks it is not. An apparently strong recovery, with forgetting rates correlating with topic difficulty at Spearman $ρ= 0.83$, is refuted by four independent controls: it survives destroying the temporal order of the data, is matched by a classical Bayesian baseline, and is unaffected by removing real timestamps. We trace this to the stationary structure of the model and show that it is the degeneration the theorem predicts in the absence of designed excitation. The result delineates a sharp boundary between identifiable and unidentifiable regimes and yields a validation protocol for interpretability claims.

Abstract: Timely and specific feedback is one of the strongest influences on student learning, yet it is difficult to sustain in large electrical engineering classes where the ratio of students to demonstrators is high and a learner who is stuck may wait days to find out why an approach was wrong. Generative Artificial Intelligence (GenAI) offers a way to scale conversational feedback, but using it to grade assessed work raises trust and accountability concerns, and keeping a human in the loop to assure its judgements reintroduces the very delay that erodes the value of feedback. The result is a tension between the immediacy that makes feedback so impactful and the human oversight that makes it trustworthy. In this work, we set out to resolve that tension in practice by designing and piloting a GenAI practice platform that delivers immediate, scaffolded feedback during self-directed practice. This relocates human oversight from real-time grading to the upfront verification of solutions. Our goal was to understand how students engaged with the tool, how they perceived the value and reliability of its feedback, and what lessons transfer to other engineering subjects.

Abstract: Online learning offers flexibility but lacks the structure of a classroom, where a teacher's presence guides attention. The platform we study restores that structure by monitoring the learner through the webcam during ordinary coursework, interrupting or restarting a video when the learner appears distracted. What such monitoring does to a learner across a whole course, rather than in a single examination, is largely unexamined. We report a convergent mixed-methods study of one monitored course pipeline in a summer internship program. We read two free-text surveys alongside three platform channels. The dropout exit survey yielded 15 analyzable responses; the persisting-learner reflection survey, 36. The channels are camera-verification telemetry (14,529 flags from 448 students), an in-video emotion widget (615 submissions from 273 students), and a mandatory end-of-course survey (up to 634 respondents per item). Neither survey named monitoring, so every mention analyzed here was raised by the respondent. Focus-monitoring was raised by 18 of the 51 free-text respondents: 7 of 15 dropouts and 11 of 36 persisting learners. Among the dropouts who raised it, focus-monitoring was the stated primary cause of departure in 4 of 7 cases. None of the 18 questioned being observed in principle. What learners contest is the misreading of ordinary actions, drinking water or moving the head, and the severity of what follows a flag: a video already watched returns to the start of its segment. These findings identify two targets for redesign: the severity of the response to a flag, and the environment check, which can flag a learner before any content has been seen. We argue that the proportionality of that response marks the point at which an attention guardrail becomes a barrier to learning, the tipping point this study approaches.

Abstract: Past research using log data has faced the "learning system wall," whereby few methods exist for generalizing models of student learning across platforms. Increasingly, online learning is captured by richer forms of data, including dialog and video, with new affordances. An example of this is remote tutoring programs, where human tutors support students who use learning systems while video conferencing. Toward better platform-general modeling of learning, we introduce an AI-driven multimodal transcription system that processes screen-recording videos into unified screenplay-style transcripts containing audio dialogue and annotated learning log actions. We describe a planned method for temporally aligning AI-generated multimodal transcripts with MATHia learning logs and for identifying and classifying student learning processes to align with MATHia logs. Lastly, we highlight challenges and potential solutions in capturing learning processes in one system, offering initial steps towards generalizing log data across diverse systems.

Abstract: This study aimed to automate hierarchical diagnostic reasoning (HDR), a constructive method for evaluating practical judgment skills, by developing and testing an evaluation process using a large language model. HDR is a descriptive task that measures higher-order cognitive skills by requiring students to identify and explain errors in case-study-based problems. However, it requires expertise and effort to develop and evaluate. Hence, we proposed and empirically validated the automatic (1) generation of case problems containing errors aligned with educational intentions, (2) scoring of descriptive answers, and (3) generation of structured feedback based on incorrect answers, achieved solely through prompt design without fine-tuning. The internal consistency and construct validity of the generated problems were supported by the experimental score distribution and Cronbach's alpha (0.78). The agreement between automated and human ratings reached 100% under some conditions. The feedback was rated as being as convincing and useful as that from human instructors, demonstrating a practical framework for implementing HDR-based constructive assessment with reproducibility, immediacy, and low cost. The flexibility of large language models will also enable repeated and longitudinal assessments while maintaining structure, showing broad potential for application in educational settings.

Abstract: Access to academic support is a key determinant of student success, yet students experience it unequally: some readily seek help from lecturers or tutors, while others hesitate due to anxiety, fear of judgement, uncertainty about expectations, or low confidence in their understanding. This may be especially evident in computing education, where programming tasks are cumulative and cognitively demanding. Although students increasingly turn to general-purpose generative AI tools, these can produce responses that are inaccurate, insufficiently contextualised, or misaligned with module expectations. This study presents and evaluates Beacon, a course-specific Retrieval-Augmented Generation (RAG) system providing private, immediate, module-aligned academic support. Grounding responses in approved teaching materials, Beacon was designed to lower barriers to help-seeking while encouraging independent learning. Using a design-based research approach, Beacon was developed iteratively and evaluated via mixed methods, combining questionnaires and semi-structured interviews with students and staff at a Higher Education institution. Students described Beacon's responses as closely aligned with module content and more trustworthy than unrestricted generative AI tools, valuing its use of pseudocode and scaffolded explanations over direct solutions. Although participants remained cautious about trusting AI-generated responses without verification, they viewed the system as a valuable first point of support before consulting lecturers or official resources. The findings suggest that carefully designed course-specific AI systems may reduce barriers to academic support by occupying an intermediary space between independent study and formal support. Rather than replacing educators, educational AI may be most valuable when it broadens access to guidance while preserving the pedagogical role of lecturers.

Abstract: Classroom observations are widely recognized as a key tool for establishing benchmarks of education quality and guiding pedagogical improvement, yet they remain resource-intensive and dependent on trained observers. This study evaluated the feasibility of using a LLM (GPT-5 model) to score teacher-child interactions in early childhood classrooms, benchmarked against human raters. The study analyzed 87 video-recorded observations from 38 classrooms across 30 kindergartens in Hong Kong. Using observation transcripts, the AI model was configured to apply the full Classroom Assessment Scoring System (CLASS) framework. AI-rated scores were then compared with human ratings by examining correlations and differences in mean scores of the CLASS domains and dimensions. The results showed greater convergence between AI and raters for the Emotional Support domain and, in particular, the Quality of Feedback dimension, which captures how teachers use feedback to extend children's learning. Greater divergence emerged for interactions that were more procedural or context-dependent, particularly within the Classroom Organization and Instructional Support domains. These findings suggest that transcript-based AI scoring may capture some of the relative variation in teacher-child interactions but cannot yet reproduce calibrated human judgements consistently across the full CLASS framework. AI-assisted observation may therefore be more appropriate as a preliminary screening tool rather than as a replacement for trained observers, providing teachers with evidence for reflection rather than high-stakes evaluation. Future research should examine whether domain-specific training and incorporation of contextual and visual information can improve alignment between AI and human rated scores.

Abstract: Cognitive Diagnosis Models (CDMs) play a pivotal role in personalized online learning. Traditional CDMs rely on discrete, ID-based embeddings to represent students, exercises, and concepts. This paradigm diverges from the nature of learner cognition, where knowledge is not stored and retrieved as isolated symbols. As a result, CDMs suffer from semantic limitations when new exercises or concepts appear. In this paper, we propose a Process-aware Language Cognitive Diagnosis (PLCD) framework that uses language-derived structures as cognitive priors and response records to calibrate student posterior states. PLCD leverages large language models (LLMs) to construct concept schemas and cognitive process graphs, and uses target-conditioned semantic memory to retrieve historical responses that are relevant to each target exercise. A process-grounded Language-to-Cognition Mapper with DA-MoE experts and process-level contrastive learning then maps the textual evidence into a unified cognitive space. Experimental results show that PLCD not only outperforms traditional baselines in predicting student performance but also exhibits strong cognitive transfer capabilities. These results connect the computational power of LLMs with the psychometric goal of measuring latent knowledge states, suggesting that structured language priors calibrated by response records can improve cold-start robustness and cognitive grounding.

Abstract: Group-based ethics training for Science, Technology, Engineering and Mathematics (STEM) students is a complex challenge, requiring substantial resources and expertise. While activity-based teaching methods, such as role-playing and discussions, are commonly employed to simulate real-world scenarios, current practices are often manual and lack integration with effective online platforms for supporting group-based ethical discussions. In this work, we propose Ethics Training Agents, a group discussion system that leverages multiple LLM participants embodying distinct ethical orientations, along with a moderator agent, to enable structured human-AI group ethical discussions for collaborative reflection. We conduct a user study with 45 undergraduate STEM students to evaluate the learning outcomes and user experience. The results show that our system supports engagement, coordination, and perspective-taking in group discussions and has a positive influence on ethical sensitivity. We also discuss practical design strategies for integrating multiple LLM agents into multi-human group settings to facilitate ethics training for STEM students.