Copertina

Representation Learning to Study Temporal Dynamics in Tutorial Scaffolding

Fuente: arXiv

Salvato in:

Dettagli Bibliografici
Autori principali:	Borchers, Conrad, Zhang, Jiayi, Gurung, Ashish
Natura:	Preprint
Pubblicazione:	2026
Soggetti:	Computation and Language Computers and Society
Accesso online:	Acceder al recurso
Tags:	Aggiungi Tag Nessun Tag, puoi essere il primo ad aggiungerne!!

Documenti analoghi

Disentangling Learning from Judgment: Representation Learning for Open Response Analytics
di: Borchers, Conrad, et al.
Pubblicazione: (2025)

Large Language Models as Students Who Think Aloud: Overly Coherent, Verbose, and Confident
di: Borchers, Conrad, et al.
Pubblicazione: (2026)

Brief but Impactful: How Human Tutoring Interactions Shape Engagement in Online Learning
di: Borchers, Conrad, et al.
Pubblicazione: (2026)

LLM-Generated Feedback Supports Learning If Learners Choose to Use It
di: Thomas, Danielle R., et al.
Pubblicazione: (2025)

Improving Assessment of Tutoring Practices using Retrieval-Augmented Generation
di: Han, Zifei FeiFei, et al.
Pubblicazione: (2024)

Predicting Learning Performance with Large Language Models: A Study in Adult Literacy
di: Zhang, Liang, et al.
Pubblicazione: (2024)

Understanding Teacher Revisions of Large Language Model-Generated Feedback
di: Borchers, Conrad, et al.
Pubblicazione: (2026)

Leveraging LLMs to Assess Tutor Moves in Real-Life Dialogues: A Feasibility Study
di: Thomas, Danielle R., et al.
Pubblicazione: (2025)

Starting Seatwork Earlier as a Valid Measure of Student Engagement
di: Gurung, Ashish, et al.
Pubblicazione: (2025)

Augmenting Human-Annotated Training Data with Large Language Model Generation and Distillation in Open-Response Assessment
di: Borchers, Conrad, et al.
Pubblicazione: (2025)

Can Large Language Models Match Tutoring System Adaptivity? A Benchmarking Study
di: Borchers, Conrad, et al.
Pubblicazione: (2025)

Benchmarking Educational LLMs with Analytics: A Case Study on Gender Bias in Feedback
di: Du, Yishan, et al.
Pubblicazione: (2025)

Sticky Help, Bounded Effects: Session-by-Session Analytics of Teacher Interventions in K-12 Classrooms
di: Jin, Qiao, et al.
Pubblicazione: (2026)

Who Decides in AI-Mediated Learning? The Agency Allocation Framework
di: Borchers, Conrad, et al.
Pubblicazione: (2026)

Toward Trait-Aware Learning Analytics
di: Borchers, Conrad, et al.
Pubblicazione: (2026)

Triangulating Temporal Dynamics in Multilingual Swiss Online News
di: Victor, Bros, et al.
Pubblicazione: (2026)

Understanding Gaming the System by Analyzing Self-Regulated Learning in Think-Aloud Protocols
di: Zhang, Jiayi, et al.
Pubblicazione: (2026)

Physiological and Semantic Patterns in Medical Teams Using an Intelligent Tutoring System
di: Huang, Xiaoshan, et al.
Pubblicazione: (2026)

Tracking the Temporal Dynamics of News Coverage of Catastrophic and Violent Events
di: Lugos, Emily, et al.
Pubblicazione: (2026)

Towards Dynamic Theory of Mind: Evaluating LLM Adaptation to Temporal Evolution of Human States
di: Xiao, Yang, et al.
Pubblicazione: (2025)

Fifteen Years of Learning Analytics Research: Topics, Trends, and Challenges
di: Švábenský, Valdemar, et al.
Pubblicazione: (2026)

The Geometric Price of Discrete Logic: Context-driven Manifold Dynamics of Number Representations
di: Zhang, Long, et al.
Pubblicazione: (2026)

Push and Pull in Community College Cross-Enrollment: Remoteness, Articulation, and Student Mobility
di: Borchers, Conrad, et al.
Pubblicazione: (2026)

Combining Large Language Models with Tutoring System Intelligence: A Case Study in Caregiver Homework Support
di: Venugopalan, Devika, et al.
Pubblicazione: (2024)

Dual-Metric Evaluation of Social Bias in Large Language Models: Evidence from an Underrepresented Nepali Cultural Context
di: Pandey, Ashish, et al.
Pubblicazione: (2026)

Optimizing Mastery Learning by Fast-Forwarding Over-Practice Steps
di: Xia, Meng, et al.
Pubblicazione: (2025)

Unveiling LLMs: The Evolution of Latent Representations in a Dynamic Knowledge Graph
di: Bronzini, Marco, et al.
Pubblicazione: (2024)

Understanding Student Effort Using Response-Time Propensities During Problem Solving
di: Borchers, Conrad, et al.
Pubblicazione: (2026)

Measuring the Impact of Student Gaming Behaviors on Learner Modeling
di: Liu, Qinyi, et al.
Pubblicazione: (2025)

Temporal Dynamics of Coordinated Online Behavior: Stability, Archetypes, and Influence
di: Tardelli, Serena, et al.
Pubblicazione: (2023)

Beyond Agreement: Rethinking Ground Truth in Educational AI Annotation
di: Thomas, Danielle R., et al.
Pubblicazione: (2025)

SocialGaze: Improving the Integration of Human Social Norms in Large Language Models
di: Vijjini, Anvesh Rao, et al.
Pubblicazione: (2024)

Taxonomizing Representational Harms using Speech Act Theory
di: Corvi, Emily, et al.
Pubblicazione: (2025)

From Heuristics to Analytics: Forecasting Effort and Progress in Online Learning
di: Qiu, Eric S., et al.
Pubblicazione: (2026)

BeliefShift: Benchmarking Temporal Belief Consistency and Opinion Drift in LLM Agents
di: Myakala, Praveen Kumar, et al.
Pubblicazione: (2026)

Gender Representation and Bias in Indian Civil Service Mock Interviews
di: Banerjee, Somonnoy, et al.
Pubblicazione: (2024)

Learning from Convenience Samples: A Case Study on Fine-Tuning LLMs for Survey Non-response in the German Longitudinal Election Study
di: Holtdirk, Tobias, et al.
Pubblicazione: (2025)

Llama-Mob: Instruction-Tuning Llama-3-8B Excels in City-Scale Mobility Prediction
di: Tang, Peizhi, et al.
Pubblicazione: (2024)

The Digital Divide in Generative AI: Evidence from Large Language Model Use in College Admissions Essays
di: Lee, Jinsook, et al.
Pubblicazione: (2026)

Adesua: Development and Feasibility Study of an AI WhatsApp Bot for Science Learning in West Africa
di: Boateng, George, et al.
Pubblicazione: (2026)