Imagen de Portada

VTutor: An Open-Source SDK for Generative AI-Powered Animated Pedagogical Agents with Multi-Media Output

Fuente: arXiv

Guardado en:

Detalles Bibliográficos
Autores principales:	Chen, Eason, Lin, Chenyu, Tang, Xinyi, Xi, Aprille, Wang, Canwen, Lin, Jionghao, Koedinger, Kenneth R
Formato:	Preprint
Publicado:	2025
Materias:	Human-Computer Interaction Artificial Intelligence Software Engineering
Acceso en línea:	Acceder al recurso
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Ejemplares similares

VTutor: An Animated Pedagogical Agent SDK that Provide Real Time Multi-Model Feedback
por: Chen, Eason, et al.
Publicado: (2025)

VTutor for High-Impact Tutoring at Scale: Managing Engagement and Real-Time Multi-Screen Monitoring with P2P Connections
por: Chen, Eason, et al.
Publicado: (2025)

Leveraging Large Language Models for Identifying Knowledge Components
por: Wang, Canwen, et al.
Publicado: (2025)

AI Knows Best? The Paradox of Expertise, AI-Reliance, and Performance in Educational Tutoring Decision-Making Tasks
por: Chen, Eason, et al.
Publicado: (2025)

SlideItRight: Using AI to Find Relevant Slides and Provide Feedback for Open-Ended Questions
por: Zhao, Chloe Qianhui, et al.
Publicado: (2025)

GPTutor: Great Personalized Tutor with Large Language Models for Personalized Learning Content Generation
por: Chen, Eason, et al.
Publicado: (2024)

SuiGPT MAD: Move AI Decompiler to Improve Transparency and Auditability on Non-Open-Source Blockchain Smart Contract
por: Chen, Eason, et al.
Publicado: (2024)

How to Teach Programming in the AI Era? Using LLMs as a Teachable Agent for Debugging
por: Ma, Qianou, et al.
Publicado: (2023)

Comparing RAG and GraphRAG for Page-Level Retrieval Question Answering on Math Textbook
por: Chen, Eason, et al.
Publicado: (2025)

Not Everyone Wins with LLMs: Behavioral Patterns and Pedagogical Implications for AI Literacy in Programmatic Data Science
por: Ma, Qianou, et al.
Publicado: (2025)

Improving Automated Feedback Systems for Tutor Training in Low-Resource Scenarios through Data Augmentation
por: Xu, Chentianye, et al.
Publicado: (2025)

How Can I Improve? Using GPT to Highlight the Desired and Undesired Parts of Open-ended Responses
por: Lin, Jionghao, et al.
Publicado: (2024)

LLM-based Multimodal Feedback Produces Equivalent Learning and Better Student Perceptions than Educator Feedback
por: Zhao, Chloe Qianhui, et al.
Publicado: (2026)

Beyond Banning AI: A First Look at GenAI Governance in Open Source Software Communities
por: Yang, Wenhao, et al.
Publicado: (2026)

From OSS to Open Source AI: an Exploratory Study of Collaborative Development Paradigm Divergence
por: Ye, Hengzhi, et al.
Publicado: (2026)

Paradoxes of Openness and Trans Experiences in Open Source Software
por: Frluckaj, Hana, et al.
Publicado: (2024)

From First Draft to Final Insight: A Multi-Agent Approach for Feedback Generation
por: Cao, Jie, et al.
Publicado: (2025)

Assessing the Impact and Underlying Pathways of Sequenced AI feedback on Student Learning
por: Cao, Jie, et al.
Publicado: (2026)

Bugdar: AI-Augmented Secure Code Review for GitHub Pull Requests
por: Naulty, John, et al.
Publicado: (2025)

Accountability in Open Source Software Ecosystems: Workshop Report
por: Sharma, Nandini, et al.
Publicado: (2026)

Building Regulation Capacity in Human-AI Collaborative Learning: A Human-Centred GenAI System
por: Zhang, Yujing, et al.
Publicado: (2026)

Governance in Practice: How Open Source Projects Define and Document Roles
por: Oliveira, Pedro, et al.
Publicado: (2026)

What Makes a Fairness Tool Project Sustainable in Open Source?
por: Mim, Sadia Afrin, et al.
Publicado: (2025)

Practice Less, Explain More: LLM-Supported Self-Explanation Improves Explanation Quality on Transfer Problems in Calculus
por: Chen, Eason, et al.
Publicado: (2026)

Sources of Underproduction in Open Source Software
por: Champion, Kaylea, et al.
Publicado: (2024)

OSSDoorway: A Gamified Environment to Scaffold Student Contributions to Open Source Software
por: Santos, Italo, et al.
Publicado: (2025)

Using Large Language Models to Assess Tutors' Performance in Reacting to Students Making Math Errors
por: Kakarla, Sanjit, et al.
Publicado: (2024)

What Pulls the Strings? Understanding the Characteristics and Role of Argumentation in Open-Source Software Usability Discussions
por: Sanei, Arghavan, et al.
Publicado: (2025)

Putting a Face to the Issue: Fostering User Empathy of Open Source Software Developers With PersonaFlow
por: Tadjuidje, Boniface Bahati, et al.
Publicado: (2026)

Generative AI alone may not be enough: Evaluating AI Support for Learning Mathematical Proof
por: Chen, Eason, et al.
Publicado: (2025)

What If We Work Together? Fostering Reflections on Designer Inclusion in Open Source Software Through Speculative Design
por: Nezhad, Rozhan Hozhabri, et al.
Publicado: (2026)

Untold Stories: Unveiling the Scarce Contributions of UX Professionals to Usability Issue Discussions of Open Source Software Projects
por: Sanei, Arghavan, et al.
Publicado: (2025)

Why AI Agents Still Need You: Findings from Developer-Agent Collaborations in the Wild
por: Kumar, Aayush, et al.
Publicado: (2025)

Mining the Gold: Student-AI Chat Logs as Rich Sources for Automated Knowledge Gap Detection
por: Fu, Quanzhi, et al.
Publicado: (2025)

TUM Teleoperation: Open Source Software for Remote Driving and Assistance of Automated Vehicles
por: Kerbl, Tobias, et al.
Publicado: (2025)

Exploring the Output of Software Testing Tools through a Visual Comparative Analysis
por: Lit, Brandon, et al.
Publicado: (2026)

Do Tutors Learn from Equity Training and Can Generative AI Assess It?
por: Thomas, Danielle R., et al.
Publicado: (2024)

Does Multiple Choice Have a Future in the Age of Generative AI? A Posttest-only RCT
por: Thomas, Danielle R., et al.
Publicado: (2024)

Measuring the Impact of Early-2025 AI on Experienced Open-Source Developer Productivity
por: Becker, Joel, et al.
Publicado: (2025)

A Systematic Review on Prompt Engineering in Large Language Models for K-12 STEM Education
por: Chen, Eason, et al.
Publicado: (2024)