arXiv AI By Thanh Ma, Tri-Tam La, Lam-Thu Le Huu, Minh-Nghi Nguyen, Khanh-Van Pham Luu

REBot: From RAG to CatRAG with Semantic Enrichment and Graph Routing

Read the original on arXiv AI →

arXiv:2510. 01800v3 Announce Type: replace Abstract: Academic regulation advising is essential for helping students interpret and comply with institutional policies, yet building effective systems requires domain specific regulatory resources.

Machine-generated by The Flow from the publisher's headline and feed description — not written or checked by a human. The full article lives at arXiv AI.

arXiv AI
Jul 24

AISE-Bench: A Full-Cycle Curated Benchmark for Information Seeking on Academic Knowledge Graphs

arXiv:2607. 20498v1 Announce Type: new Abstract: Large language models (LLMs) augmented with tools are emerging as autonomous agents capable of using Web engine, APIs, and code to solve complex, long-horizon tasks.

By Fanjin Zhang, Zhengyang Wang, Ruixuan Huang, Kefan Zhang, Amy Xin, Yuanchun Wang, Shu Zhao, Evgeny Kharlamov, Jie Tang, Juanzi Li
arXiv Machine Learning
Aug 28

hoBIT: A Profile-Aware Retrieval-Augmented Chatbot for University Academic Advising

The paper introduces proFILL, a method that transforms the existing rule-based advising chatbot hoBIT into a profile-aware retrieval-augmented generation system. Instead of needing a full student profile at the start, proFILL incrementally gathers only the attributes required for each query, using both the query intent and initially retrieved evidence to guide retrieval from a profile-aware index. Experiments and a human preference study demonstrate that proFILL outperforms various RAG baselines, is favored by users, and remains effective when deployed with open-weight models for cost-efficient on‑premise use.

By Yoonseo Kim, Seongmin Lee, Joongheon Kim, SeongKu Kang
arXiv AI
Jul 28

A didactical-driven teacher assistant for a dimensional modeling course

arXiv:2607. 22598v1 Announce Type: cross Abstract: Educational chatbots powered by large language models (LLMs) show promising effects on learning outcomes, yet most systems delegate pedagogical decisions such as content selection and didactic structuring implicitly to the LLM, making tutoring strategies difficult to trace, evaluate, and reproduce.

By Laurent Brisson (IMT Atlantique - DSD), Maria Segarra (IMT Atlantique - INFO, Lab-STICC\_MOTEL), Gr\'egory Smits (IMT Atlantique - INFO, Lab-STICC\_MOTEL)