arXiv:2509. 16780v3 Announce Type: replace-cross Abstract: Large language models (LLMs) show promise as educational aids but often lack alignment with specific course materials.
By Eason Chen, Chuangji Li, Eric Li, Zimo Xiao, Jionghao Lin, Kenneth R. Koedinger
arXiv:2510.13935v3 Announce Type: replace-cross
Abstract: The facts a language model stores are tied to its parameter count, so small models that fit on edge devices fail on expert problems, which ne...
By Kenan Alkiek, David Jurgens, Vinod Vydiswaran
arXiv:2602. 02414v2 Announce Type: replace-cross Abstract: Timely and accurate identification of student misconceptions is key to improving learning outcomes and pre-empting the compounding of student errors.
By Joshua Mitton, Prarthana Bhattacharyya, Digory Smith, Thomas Christie, Ralph Abboud, Simon Woodhead
arXiv:2609.23088v1 Announce Type: new
Abstract: Educational foundation models must solve problems, understand curriculum structure, diagnose learner difficulties, and provide appropriate instructiona...
By Hao Liang, Qihan Lin, Meiyi Qiang, Linzhuang Sun, Hengyi Feng, Mingrui Chen, Sizhe Qiu, Wentao Zhang
arXiv:2608. 13708v1 Announce Type: cross Abstract: Automatically generating textbook-grounded assessment items can reduce science teachers' workload, but existing retrieval-augmented generation (RAG) systems rely on flat retrieval, support only single-question generation, lack safeguards against weak evidence, and are ill-suited to low-resource, board-exam-structured curricula.
By Fatema Tuj Johora Faria, Mukaffi Bin Moin, M. F. Mridha, Jubayer Al Mahmud
arXiv:2609.14572v1 Announce Type: cross
Abstract: Teaching abstract theoretical computer science (TCS) concepts such as algorithm analysis and complexity theory is challenging because students must h...
By Sushan Adhikari