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One finding of cognitive research is that people do not automatically acquire usable knowledge by spending lots of time on task. Because students' knowledge hierarchy is more fragmented, "knowledge chunks" are smaller than those of experts.…
Student reviews and comments on RateMyProfessor.com reflect realistic learning experiences of students. Such information provides a large-scale data source to examine the teaching quality of the lecturers. In this paper, we propose an…
To enable building and testing models on long-document comprehension, we introduce QuALITY, a multiple-choice QA dataset with context passages in English that have an average length of about 5,000 tokens, much longer than typical current…
Student performance of virtual introductory physics class (calculus-based mechanics) is analyzed. A fully web-enhanced class was done synchronously. The analysis is done in two categories, averaging all mid-exams (or chapter exams) and…
Students' attitudes and approaches to problem solving in physics can profoundly influence their motivation to learn and development of expertise. We developed and validated an Attitudes and Approaches to Problem Solving survey by expanding…
In a recent report, the American Association of Physics Teachers has developed an updated set of recommendations for curriculum of undergraduate physics labs.1 This document focuses on six major themes: constructing knowledge, modeling,…
The Physics Inventory of Quantitative Literacy (PIQL), a reasoning inventory under development, aims to assess students' physics quantitative literacy at the introductory level. The PIQL's design presents the challenge of isolating types of…
Students sometimes produce code that works but that its author does not comprehend. For example, a student may apply a poorly-understood code template, stumble upon a working solution through trial and error, or plagiarize. Similarly,…
Student responses in STEM assessments are often handwritten and combine symbolic expressions, calculations, and diagrams, creating substantial variation in format and interpretation. Despite their importance for evaluating students'…
Asking good questions in large-scale, open-domain conversational systems is quite significant yet rather untouched. This task, substantially different from traditional question generation, requires to question not only with various patterns…
This study evaluates $n = 300$ short-form physics essay submissions, equally divided between student work submitted before the introduction of ChatGPT and those generated by OpenAI's GPT-4. In blinded evaluations conducted by five…
Students' difficulties in quantum mechanics may be the result of unproductive framing and not a fundamental inability to solve the problems or misconceptions about physics content. We observed groups of students solving quantum mechanics…
YouTube Kids (YTK) is one of the most popular kids' applications used by millions of kids daily. However, various studies have highlighted concerns about the videos on the platform, like the over-presence of entertaining and commercial…
One of the key skills of a researcher is noticing what's going on. Both in the experiment one's performing and in one's data: is there something interesting, reason to doubt one's data or suspect that one's theoretical description is…
We evaluate questions generated by large language models (LLMs) from context, comparing them to human-authored questions across six dimensions: question type, question length, context coverage, answerability, uncommonness, and required…
Online learning platforms provide learning materials and answers to students' academic questions by experts, peers, or systems. This paper explores question-type identification as a step in content understanding for an online learning…
An assumed attribute of expert physicists is that they learn readily from their own mistakes. Experts are unlikely to make the same mistakes when asked to solve a problem a second time, especially if they have had access to a correct…
Recently, generative AIs like ChatGPT have become available to the wide public. These tools can for instance be used by students to generate essays or whole theses. But how does a teacher know whether a text is written by a student or an…
Computational thinking in physics has many different forms, definitions, and implementations depending on the level of physics, or the institution it is presented in. In order to better integrate computational thinking in introductory…
The current work aims to better understand student course experiences for those who reported negative perceptions in introductory physics. We conducted semi-structured interviews with 24 students who reported negative perceptions of their…