Table of Contents

• Bringing AI Tutoring into the Physical World and Scaling to Schools and MuseumsNesra Yannier. 1-2 [doi]
• Designing a Model for Massive Digital Lifelong LearningChris Dede. 3-4 [doi]
• AutoTutor meets Large Language Models: A Language Model Tutor with Rich Pedagogy and GuardrailsSankalan Pal Chowdhury, Vilém Zouhar, Mrinmaya Sachan. 5-15 [doi]
• Generative Students: Using LLM-Simulated Student Profiles to Support Question Item EvaluationXinyi Lu, Xu Wang 0016. 16-27 [doi]
• Simulating Climate Change Discussion with Large Language Models: Considerations for Science Communication at ScaleHa Nguyen, Victoria Nguyen, Saríah López-Fierro, Sara Ludovise, Rossella Santagata. 28-38 [doi]
• Prompting for Comprehension: Exploring the Intersection of Explain in Plain English Questions and Prompt WritingDavid H. Smith, Paul Denny 0001, Max Fowler. 39-50 [doi]
• CodeTailor: LLM-Powered Personalized Parsons Puzzles for Engaging Support While Learning ProgrammingXinying Hou, Zihan Wu 0002, Xu Wang 0016, Barbara J. Ericson. 51-62 [doi]
• Evaluating the Effectiveness of LLMs in Introductory Computer Science Education: A Semester-Long Field StudyWenhan Lyu, Yimeng Wang, Tingting (Rachel) Chung, Yifan Sun, Yixuan Zhang. 63-74 [doi]
• Plagiarism in the Age of Generative AI: Cheating Method Change and Learning Loss in an Intro to CS CourseBinglin Chen, Colleen M. Lewis, Matthew West 0001, Craig B. Zilles. 75-85 [doi]
• Supporting Self-Reflection at Scale with Large Language Models: Insights from Randomized Field Experiments in ClassroomsHarsh Kumar, Ruiwei Xiao, Benjamin Lawson, Ilya Musabirov, Jiakai Shi, Xinyuan Wang, Huayin Luo, Joseph Jay Williams, Anna N. Rafferty, John C. Stamper, Michael Liut. 86-97 [doi]
• Edgeworth: Efficient and Scalable Authoring of Visual Thinking ActivitiesWode Ni, Sam Estep, Hwei-Shin Harriman, Kenneth R. Koedinger, Joshua Sunshine. 98-109 [doi]
• Automated Quality Assessment of Multimodal Mathematical Stories Generated by Generative Artificial IntelligenceHai Li, Rui Guo, Chenglu Li, Wanli Xing. 110-121 [doi]
• Automated Generation and Tagging of Knowledge Components from Multiple-Choice QuestionsSteven Moore, Robin Schmucker, Tom M. Mitchell, John C. Stamper. 122-133 [doi]
• Multimodal Deep Learning for Classifying Student-generated Questions in Computer-supported Collaborative LearningHan Kyul Kim, Aleyeh Roknaldin, Shriniwas Nayak, Aditya Chavan, Stephen Lu. 134-142 [doi]
• Ten Years, Ten Trends: The First Decade of an Affordable At-Scale DegreeDavid A. Joyner, Alex S. Duncan. 143-153 [doi]
• From One-Size-Fits-All to Individualisation: Redefining MOOCs through Flexible Learning PathsSelina Reinhard, Sebastian Serth, Thomas Staubitz, Christoph Meinel. 154-164 [doi]
• Gaining Insights into Group-Level Course Difficulty via Differential Course FunctioningFrederik Baucks, Robin Schmucker, Conrad Borchers, Zachary A. Pardos, Laurenz Wiskott. 165-176 [doi]
• Combining LLM-Generated and Test-Based Feedback in a MOOC for ProgrammingHagit Gabbay, Anat Cohen. 177-187 [doi]
• CFlow: Supporting Semantic Flow Analysis of Students' Code in Programming Problems at ScaleAshley Ge Zhang, Xiaohang Tang, Steve Oney, Yan Chen. 188-199 [doi]
• Handwritten Code Recognition for Pen-and-Paper CS EducationMd Sazzad Islam, Moussa Koulako Bala Doumbouya, Christopher D. Manning, Chris Piech. 200-210 [doi]
• Newly Created Assignments and The First Repository Effect on Inter-Semester PlagiarismKeith L. Adkins, David A. Joyner. 211-220 [doi]
• Influence on Judgements of Learning Given Perceived AI AnnotationsWarren Li, Christopher Brooks 0001. 221-231 [doi]
• "I believe I did not preach into the desert": Opportunities & Challenges in Scaling Teacher Mentorship through Mobile Technology in Rural Côte d'IvoireTricia J. Ngoon, Vikram Kamath Cannanure, Kaja Jasinska, Sharon Wolf, Amy Ogan. 232-242 [doi]
• STEM Pathways in a Global Online Course: Are Male and Female Learners Motivated the Same?Yiwen Lin, Nia Nixon. 243-249 [doi]
• Collaborate and Listen: International Research Collaboration at Learning @ ScaleAlex S. Duncan, Travis Tang, Yinghong Huang, Jeanette Luu, Nirali Thakkar, David A. Joyner. 250-254 [doi]
• Automatic Feedback Generation on K-12 Students' Data Science Education by Prompting Cloud-based Large Language ModelsSze Ching Evelyn Fung, Man-Fai Wong, Chee-Wei Tan 0001. 255-258 [doi]
• Transforming CS Education with DevOps: Streamlined Assignment Validation and Delivery @ ScaleGururaj Deshpande, Shravan Cheekati, Shail Patel, Pranav Raj, Madhuri Singh, Mark Pindur, Nouf Al Soghyar, Bryan Zhao, Parisa Babolhavaeji, Mohammad Taher, Krish Nathan, Will Spaeth, Max Mahdi Roozbahani. 259-264 [doi]
• Videos for Parents and Child PerformanceFiona M. Lee, Ryan S. Baker, Pradip Singh Tomar, Krishna Kumari, Qimu Liang, Zhanlan Wei. 265-268 [doi]
• Does Jill Watson Increase Teaching Presence?Robert Lindgren, Sandeep Kakar, Pratyusha Maiti, Karan Taneja, Ashok K. Goel 0001. 269-273 [doi]
• SE Gap AwarenessSean Gruber, Grace Govan, Chris Brown. 274-278 [doi]
• Using Cipherbot: An Exploratory Analysis of Student Interaction with an LLM-Based Educational ChatbotJoni Salminen, Soon-Gyo Jung, Johanne Medina, Kholoud Khalil Aldous, Jinan Y. Azem, Waleed Akhtar, Bernard J. Jansen. 279-283 [doi]
• Optimizing Mentor-student Communication Using LLM-Based Automated Labeling Information StatesYuanzhe Jin, Jiali Yu. 284-288 [doi]
• Intelligent Tutors for Adult Learning at Scale: A Narrative ReviewUtkarsh Nattamai Subramanian Rajkumar, Sibley F. Lyndgaard, Ruth Kanfer. 289-294 [doi]
• Three Paradoxes to Reconcile to Promote Safe, Fair, and Trustworthy AI in EducationRachel Slama, Amalia Christina Toutziaridi, Justin Reich. 295-299 [doi]
• Can Large Language Models Make the Grade? An Empirical Study Evaluating LLMs Ability To Mark Short Answer Questions in K-12 EducationOwen Henkel, Libby Hills, Adam Boxer, Bill Roberts, Zachary Levonian. 300-304 [doi]
• Towards Educator-Driven Tutor Authoring: Generative AI Approaches for Creating Intelligent Tutor InterfacesTommaso Calò, Christopher MacLellan. 305-309 [doi]
• Scaling Up Mastery Learning with Generative AI: Exploring How Generative AI Can Assist in the Generation and Evaluation of Mastery Quiz QuestionsStephen Hutt, Grayson Hieb. 310-314 [doi]
• Is GPT-4 Alone Sufficient for Automated Essay Scoring?: A Comparative Judgment Approach Based on Rater CognitionSeungju Kim, Meounggun Jo. 315-319 [doi]
• Leveraging Past Assignments to Determine If Students Are Using ChatGPT for Their EssaysYuHui Zhao, Chunhao Zou, Rohit Sridhar, Christopher Cui, Thad Starner. 320-324 [doi]
• Analyzing Students' Information Behavior in Generative AI-Supported Small Group DiscussionsXiuyu Chen, Shihui Feng. 325-329 [doi]
• Examinator v4.0 : Cheating Detection in Online Take-Home ExamsChristopher Cui, Jui-Tse Hung, Vaibhav Malhotra, Hardik Goel, Raghav Apoorv, Thad Starner. 330-334 [doi]
• Comparing Feedback from Large Language Models and Instructors: Teaching Computer Science at ScaleHa Nguyen, Nate Stott, Vicki Allan. 335-339 [doi]
• Socratic Mind: Scalable Oral Assessment Powered By AIJui-Tse Hung, Christopher Cui, Diana M. Popescu, Saurabh Chatterjee, Thad Starner. 340-345 [doi]
• Teacher-AI Collaboration in Content Recommendation for Digital Personalised Learning among Pre-primary Learners in KenyaChen Sun, Louis Major, Rebecca Daltry, Nariman Moustafa, Aidan Friedberg. 346-350 [doi]
• DevCoach: Supporting Students in Learning the Software Development Life Cycle at Scale with Generative AgentsTianjia Wang, Ramaraja Ramanujan, Yi Lu, Chenyu Mao, Yan Chen 0033, Chris Brown 0001. 351-355 [doi]
• Examining the Use of an AI-Powered Teacher Orchestration Tool at ScaleEmma Brunskill, Kole A. Norberg, Stephen Fancsali, Steven Ritter 0001. 356-360 [doi]
• Classifying Tutor Discursive Moves at Scale in Mathematics Classrooms with Large Language ModelsBaptiste Moreau-Pernet, Yu Tian, Sandra Sawaya, Peter Foltz, Jie Cao, Brent Milne, Thomas Christie. 361-365 [doi]
• Propagating Large Language Models Programming FeedbackCharles Koutcheme, Arto Hellas. 366-370 [doi]
• Positive Affective Feedback Mechanisms in an Online Mathematics Learning PlatformHai Li, Wanli Xing, Chenglu Li, Wangda Zhu, Neil T. Heffernan. 371-375 [doi]
• Forums, Feedback, and Two Kinds of AI: A Selective History of Learning @ ScaleAlex S. Duncan, Travis Tang, Yinghong Huang, Jeanette Luu, Nirali Thakkar, David A. Joyner. 376-382 [doi]
• Are Students Reading? How Formative Practice Impacts Student Reading Behaviors in EtextbooksNick Brown, Rachel Van Campenhout, Michelle W. Clark, Benny G. Johnson. 383-387 [doi]
• Comparing Expert and ChatGPT-authored Guidance PromptsAllison Bradford, Weiying Li, Libby F. Gerard, Marcia C. Linn. 388-392 [doi]
• Nemobot: Crafting Strategic Gaming LLM Agents for K-12 AI EducationYuchen Wang, Shangxin Guo, Lin Ling, Chee-Wei Tan 0001. 393-397 [doi]
• Roles of Joining Time, Technology Use, and Social Interaction in Sustaining Student Participation in an Online Mathematics Discussion BoardBailing Lyu, Chenglu Li, Hai Li, Wanli Xing. 398-402 [doi]
• Context-Embedded Knowledge Tracing and Latent Concept Detection in a Reading GameKaterina Christhilf, Jiachen Gong, Danielle S. McNamara. 403-407 [doi]
• Technology-Based Instructional Strategies Show Promise in Improving Self-Regulated Learning Skills at Broad-Access Postsecondary InstitutionsRenzhe Yu, Hui Yang, Xiaoying Lin, Chengyuan Yao, Paul Burkander, Krystal Thomas, Jessica Mislevy. 408-411 [doi]
• Scaling Generated Feedback for Novice Teachers by Sustaining Teacher Educators' Expertise: A Design to Train LLMs with Teacher Educator Endorsement of Generated FeedbackErin Barno, Mariano Albaladejo-González, Justin Reich. 412-416 [doi]
• Reframing Authority: A Computational Measure of Power-Affirming Feedback on Student WritingMei Tan, Christopher Mah, Dorottya Demszky. 417-421 [doi]
• Enhancing Tutoring Effectiveness Through Automated Feedback: Preliminary Findings from a Pilot Randomized Controlled Trial on SAT TutoringJoy Yun, Yann Hicke, Mariah Olson, Dorottya Demszky. 422-426 [doi]
• A Proposed Model of Learners' Acceptance and Trust of Pedagogical Conversational AIGriffin Pitts, Viktoria Marcus, Sanaz Motamedi. 427-432 [doi]
• Enhancing Knowledge Tracing Efficacy with Expert-defined Graphs: A Case Study in Introductory Physics ClassesZhenting Yan, Rui Zhang. 433-437 [doi]
• Short answer scoring with GPT-4Lan Jiang, Nigel Bosch. 438-442 [doi]
• Examining Student Engagement in Online Learning Platforms for Promoting Exam Readiness and Success in Undergraduate Nursing EducationMamta Shah, Ryan S. Baker 0001, Peter Granville, Kimberly Sharp. 443-446 [doi]
• Teacher-informed Expansion of an Idea Detection Model for a Knowledge Integration AssessmentWeiying Li, Yuying Liao, Kenneth Steimel, Allison Bradford, Libby F. Gerard, Marcia C. Linn. 447-450 [doi]
• Beyond Repetition: The Role of Varied Questioning and Feedback in Knowledge GeneralizationGautam Yadav, Paulo F. Carvalho, Elizabeth A. McLaughlin, Kenneth R. Koedinger. 451-455 [doi]
• Lessons Learned from a Research-to-Practice Scale-Up of an Adaptive Math Learning PlatformMingyu Feng, Natalie Brezack, Megan Schneider, Kelly Collins, Wynnie Chan, Melissa Lee. 456-460 [doi]
• SimPal: Towards a Meta-Conversational Framework to Understand Teacher's Instructional Goals for K-12 PhysicsEffat Farhana, Souvika Sarkar, Ralph Knipper, Indrani Dey, Hari Narayanan, Sadhana Puntambekar, Santu Karmaker. 461-465 [doi]
• Interplay Among Students' Technical, Social, and Content-Related Participation Patterns in an Online Mathematical Discussion BoardBailing Lyu, Chenglu Li, Hai Li, Wanli Xing. 466-470 [doi]
• Using Large Language Models To Diagnose Math Problem-solving Skills At ScaleHyoungwook Jin, Yoonsu Kim, Yeon Su Park, Bekzat Tilekbay, Jinho Son, Juho Kim. 471-475 [doi]
• Scaling High-Leverage Curriculum Scaffolding in Middle-School MathematicsRizwaan Malik, Dorna Abdi, Rose Wang, Dorottya Demszky. 476-480 [doi]
• Learning and AI Evaluation of Tutors Responding to Students Engaging in Negative Self-TalkDanielle R. Thomas, Jionghao Lin, Shambhavi Bhushan, Ralph Abboud, Erin Gatz, Shivang Gupta, Kenneth R. Koedinger. 481-485 [doi]
• ChatGPT's Performance on Problem Sets in an At-Scale Introductory Computer Science CourseDiana M. Popescu, David A. Joyner. 486-490 [doi]
• HTN-Based Tutors: A New Intelligent Tutoring Framework Based on Hierarchical Task NetworksMomin N. Siddiqui, Adit Gupta, Jennifer M. Reddig, Christopher J. MacLellan. 491-495 [doi]
• Open, Collaborative, and AI-Augmented Peer Assessment: Student Participation, Performance, and PerceptionsChaohua Ou, Ploy Thajchayapong, David A. Joyner. 496-500 [doi]
• Transformative Approach to Fairness and Transparency in Classroom Participation AssessmentMichelle Banawan, Elias John Kukas, John Richard Tano, Adonna Tan, Ramil Villegas. 501-504 [doi]
• Who, What, and Where: Plotting Ten Years of Learning @ Scale ResearchAlex S. Duncan, Travis Tang, Yinghong Huang, Jeanette Luu, Nirali Thakkar, David A. Joyner. 505-509 [doi]
• Building Reading Comprehension and Knowledge with iSTART: An ITS to Provide Formative Feedback in Reading Instruction at ScaleMicah Watanabe, Megan Imundo, Katerina Christhilf, Tracy Arner, Danielle S. McNamara. 510-513 [doi]
• Learning Representations for Math Strategies using BERTAbisha Thapa Magar, Stephen E. Fancsali, Vasile Rus, April Murphy, Steven Ritter 0001, Deepak Venugopal. 514-518 [doi]
• Answer Watermarking: Using Answer Generation Assistance Tools to Find Evidence of CheatingChristopher Cui, Jui-Tse Hung, Pranav Sharma, Saurabh Chatterjee, Thad Starner. 519-523 [doi]
• Large-Scale and Versatile Deployment of Biology Cloud Labs in Schools through Teacher Driven Curricula DesignTahrina Ahmed, Engin Bumbacher, Paulo Blikstein, Ingmar H. Riedel-Kruse. 524-529 [doi]
• Generation and Assessment of Multiple-Choice Questions from Video Transcripts using Large Language ModelsTaimoor Arif, Sumit Asthana, Kevyn Collins-Thompson. 530-534 [doi]
• Varying Impacts: The Role of Student Self-Evaluation in Navigating Learning AnalyticsQiujie Li, Xuehan Zhou, Di Xu, Rachel B. Baker, Amanda J. Holton. 535-538 [doi]
• GPTutor: Great Personalized Tutor with Large Language Models for Personalized Learning Content GenerationEason Chen, Jia-En Lee, Jionghao Lin, Kenneth R. Koedinger. 539-541 [doi]
• Demonstration of CFlow: Supporting Semantic Flow Analysis of Students' Code in Programming Problems at ScaleAshley Ge Zhang, Xiaohang Tang, Steve Oney, Yan Chen. 542-543 [doi]
• VizCode: A Practical Real-time Tool for In-Class Computer Programming TutoringYinuo Yang, Steve Oney. 544-546 [doi]
• Ruffle&Riley: From Lesson Text to Conversational TutoringRobin Schmucker, Meng Xia, Amos Azaria, Tom M. Mitchell. 547-549 [doi]
• MuFIN: A Framework for Automating Multimodal Feedback Generation using Generative Artificial IntelligenceJionghao Lin, Eason Chen, Ashish Gurung, Kenneth R. Koedinger. 550-552 [doi]
• HAROR: A System for Highlighting and Rephrasing Open-Ended ResponsesJionghao Lin, Kenneth R. Koedinger. 553-555 [doi]
• AI-Driven Content Creation: Revolutionizing Educational MaterialsMiguel Morales Chan, Hector R. Amado-Salvatierra, Rocael Hernández Rizzardini. 556-558 [doi]
• Learnersourcing: Student-generated Content @ Scale: 2nd Annual WorkshopSteven Moore, Anjali Singh, Xinyi Lu, Hyoungwook Jin, Hassan Khosravi, Paul Denny 0001, Christopher Brooks 0001, Xu Wang, Juho Kim, John C. Stamper. 559-562 [doi]
• Scaling Classrooms: A Forum for Practitioners Seeking, Developing and Adapting their Own ToolsChristopher Cui, Gururaj Deshpande, Celeste Mason, Thad Starner. 563-564 [doi]
• Fifth Annual Workshop on A/B Testing and Platform-Enabled Learning ResearchSteven Ritter 0001, Stephen E. Fancsali, April Murphy, Neil T. Heffernan, Ben Motz, Debshila Basu Mallick, Jeremy Roschelle, Danielle S. McNamara, Joseph Jay Williams. 565-566 [doi]