We developed GPTutor, a pioneering web application designed to revolutionize personalized learning by leveraging the capabilities of Generative AI at scale. GPTutor adapts educational content and practice exercises to align with individual students' interests and career goals, enhancing their engagement and understanding of critical academic concepts. The system uses a serverless architecture to deliver personalized and scalable learning experiences. By integrating advanced Chain-of-Thoughts prompting methods, GPTutor provides a personalized educational journey that not only addresses the unique interests of each student but also prepares them for future professional success. This demo paper presents the design, functionality, and potential of GPTutor to foster a more engaging and effective educational environment.
Affect-aware socially assistive robotics (SAR) tutors have great potential to augment and democratize professional therapeutic interventions for children with autism spectrum disorders (ASD) from different socioeconomic backgrounds. However, the majority of research on SAR for ASD has been on teaching cognitive and/or social skills, not on addressing users' emotional needs for real-world social situations. To bridge that gap, this work aims to develop personalized affect-aware SAR tutors to help alleviate social anxiety and foster social grit-the growth mindset for social skill development-in …
IBM TJ Watson Research Center（IBM TJ沃森研究中心）；Sesame Workshop（芝麻街工作室）
This paper presents our experiences in designing, implementing, and piloting an intelligent vocabulary learning tutor. The design builds on several intelligent tutoring design concepts, including graph-based knowledge representation, learner modeling, and adaptive learning content and assessment exposition. Specifically, we design a novel phased learner model approach to enable systematic exposure to words during vocabulary instruction. We also built an example application over the tutor platform that uses a learning activity involving videos and an assessment activity involving word to pictur…
The University of British Columbia（不列颠哥伦比亚大学）；Augsburg University（奥格斯堡大学）
Our research is a step toward ascertaining the need for personalization, in XAI, and we do so in the context of investigating the value of explanations of AI-driven hints and feedback are useful in Intelligent Tutoring Systems (ITS). We added an explanation functionality for the adaptive hints provided by the Adaptive CSP (ACSP) applet, an interactive simulation that helps students learn an algorithm for constraint satisfaction problems by providing AI-driven hints adapted to their predicted level of learning. We present the design of the explanation functionality and the results of a controll…
University of Southern California（南加州大学）；Massachusetts Institute of Technology（麻省理工学院）
Affect-aware socially assistive robotics (SAR) has shown great potential for augmenting interventions for children with autism spectrum disorders (ASD). However, current SAR cannot yet perceive the unique and diverse set of atypical cognitive-affective behaviors from children with ASD in an automatic and personalized fashion in long-term (multi-session) real-world interactions. To bridge this gap, this work designed and validated personalized models of arousal and valence for children with ASD using a multi-session in-home dataset of SAR interventions. By training machine learning (ML) algorit…
This work aims to propose a method to support students in finding appropriate peers in collaborative and blended learning settings. The main goal of this research is to bridge the gap between pedagogical theory and data driven practice to provide personalized and adaptive guidance to students who engage in computer supported learning activities. The research hypothesis is that we can use Learning Analytics to model students' cognitive state and to assess whether the student is in the Zone of Proximal Development. Based on this assessment, we can plan how to provide scaffolding based on the pri…
The shortage of people trained in STEM fields is becoming acute, and universities and colleges are straining to satisfy this demand. In the case of computer science, for instance, the number of US students taking introductory courses has grown three-fold in the past decade. Recently, massive open online courses (MOOCs) have been promoted as a way to ease this strain. This at best provides access to education. The bigger challenge though is coping with heterogeneous backgrounds of different students, retention, providing feedback, and assessment. Personalized education relying on computational …
Despite artificial intelligence (AI) having transformed major aspects of our society, less than a fraction of its potential has been explored, let alone deployed, for education. AI-powered learning can provide millions of learners with a highly personalized, active and practical learning experience, which is key to successful learning. This is especially relevant in the context of online learning platforms. In this paper, we present the results of a comparative head-to-head study on learning outcomes for two popular online learning platforms (n=199 participants): A MOOC platform following a tr…
Do Hackers Dream of Electric Teachers?: A Large-Scale, In-Situ Measurement of Cybersecurity Student Behaviors and Educational Performance with AI Tutors
Arizona State University（亚利桑那州立大学）；Vanderbilt University（范德堡大学）
