Related papers: Guided and Unguided Student Reflections
Self-reflection -- the ability of a large language model (LLM) to revisit, evaluate, and revise its own reasoning -- has recently emerged as a powerful behavior enabled by reinforcement learning with verifiable rewards (RLVR). While…
Generative AI tools are increasingly used for coursework help, shifting much of students' help-seeking and reasoning into student-AI chats that are largely invisible to instructors. This loss of visibility can weaken instructors' ability to…
Formative feedback is central to effective learning, yet providing timely, individualised feedback at scale remains a persistent challenge. While recent work has explored the use of large language models (LLMs) to automate feedback, most…
Generative Recommendation (GR) has become a promising paradigm for large-scale recommendation systems. However, existing GR models typically perform single-pass decoding without explicit refinement, causing early deviations to accumulate…
Student learning of sound waves can be helped through the creation of group-learning classroom materials whose development and design rely on explicit investigations into student understanding. We describe reasoning in terms of sets of…
Flipped classrooms promote active learning by having students engage with materials independently before class, allowing in-class time for collaborative problem-solving. During this pre-class phase, asynchronous online discussions help…
Flipped classroom pedagogy is widely used in undergraduate mathematics to promote active learning, yet it remains unclear whether students experience it in systematically different ways. In this study, we analyze student perceptions from an…
College students routinely use online course catalogs to explore a variety of academic offerings. Course catalogs may therefore be an effective place to encourage reflection on academic choices and interests. To test this, we embedded a…
While large language models (LLMs) have shown great potential across various domains, their applications in robotics remain largely limited to static prompt-based behaviors and still face challenges in complex tasks under zero-shot or…
The surge in the adoption of Intelligent Tutoring Systems (ITSs) in education, while being integral to curriculum-based learning, can inadvertently exacerbate performance gaps. To address this problem, student profiling becomes crucial for…
Formative feedback is widely recognized as one of the most effective drivers of student learning, yet it remains difficult to implement equitably at scale. In large or low-resource courses, instructors often lack the time, staffing, and…
Generating hints for incorrect code is a cognitively demanding task that fosters learning and metacognitive development. This study investigates three designs for personalized, scalable, and reflective hint-writing activities within a data…
We present Owlgorithm, an educational platform that supports Self-Regulated Learning (SRL) in competitive programming (CP) through AI-generated reflective questions. Leveraging GPT-4o, Owlgorithm produces context-aware, metacognitive…
We transitioned our post-CS1 course that introduces various subfields of computer science so that it integrates Large Language Models (LLMs) in a structured, critical, and practical manner. It aims to help students develop the skills needed…
Computer Science (CS) departments often serve large student populations, making timely academic monitoring and personalized feedback difficult. While the recommended counselor-to-student ratio is 250:1, it often exceeds 350:1 in practice,…
Guiding others through authentic scientific research outside of PhD programs has been practiced for decades in specialized secondary schools, undergraduate research programs, and independent settings. These practitioners work in the middle,…
Generative AI is reshaping higher education programming through vibe coding, where students collaborate with AI via natural language rather than writing code line-by-line. We conceptualize this practice as help-seeking, analyzing 19,418…
Written reflection assignments give students valuable opportunities for critical self-assessment, meaning making, and learning processing. Additionally, such reflections provide rich data for qualitative education research. However,…
The need for students' self-regulation for fluent transitioning to university studies is known. Our aim was to integrate study-supportive activities with course supervision activities within CS1. We educated TAs to pay attention to…
Flipped learning is a method that flips in/out class activities to make lectures learner-centered. In flipped learning, comments from learners on preparation material are useful information for instructors to consider before deciding…