Daily Papers

Recent research has focused on enhancing the capability of smaller models through imitation learning, drawing on the outputs generated by large foundation models (LFMs). A number of issues impact the quality of these models, ranging from limited imitation signals from shallow LFM outputs; small scale homogeneous training data; and most notably a lack of rigorous evaluation resulting in overestimating the small model's capability as they tend to learn to imitate the style, but not the reasoning process of LFMs. To address these challenges, we develop Orca (We are working with our legal team to publicly release a diff of the model weights in accordance with LLaMA's release policy to be published at https://aka.ms/orca-lm), a 13-billion parameter model that learns to imitate the reasoning process of LFMs. Orca learns from rich signals from GPT-4 including explanation traces; step-by-step thought processes; and other complex instructions, guided by teacher assistance from ChatGPT. To promote this progressive learning, we tap into large-scale and diverse imitation data with judicious sampling and selection. Orca surpasses conventional state-of-the-art instruction-tuned models such as Vicuna-13B by more than 100% in complex zero-shot reasoning benchmarks like Big-Bench Hard (BBH) and 42% on AGIEval. Moreover, Orca reaches parity with ChatGPT on the BBH benchmark and shows competitive performance (4 pts gap with optimized system message) in professional and academic examinations like the SAT, LSAT, GRE, and GMAT, both in zero-shot settings without CoT; while trailing behind GPT-4. Our research indicates that learning from step-by-step explanations, whether these are generated by humans or more advanced AI models, is a promising direction to improve model capabilities and skills.

In this paper, we introduce a novel knowledge distillation approach for the semantic segmentation task. Unlike previous methods that rely on power-trained teachers or other modalities to provide additional knowledge, our approach does not require complex teacher models or information from extra sensors. Specifically, for the teacher model training, we propose to noise the label and then incorporate it into input to effectively boost the lightweight teacher performance. To ensure the robustness of the teacher model against the introduced noise, we propose a dual-path consistency training strategy featuring a distance loss between the outputs of two paths. For the student model training, we keep it consistent with the standard distillation for simplicity. Our approach not only boosts the efficacy of knowledge distillation but also increases the flexibility in selecting teacher and student models. To demonstrate the advantages of our Label Assisted Distillation (LAD) method, we conduct extensive experiments on five challenging datasets including Cityscapes, ADE20K, PASCAL-VOC, COCO-Stuff 10K, and COCO-Stuff 164K, five popular models: FCN, PSPNet, DeepLabV3, STDC, and OCRNet, and results show the effectiveness and generalization of our approach. We posit that incorporating labels into the input, as demonstrated in our work, will provide valuable insights into related fields. Code is available at https://github.com/skyshoumeng/Label_Assisted_Distillation.

LLM chatbot interfaces allow students to get instant, interactive assistance with homework, but doing so carelessly may not advance educational objectives. In this study, an interactive homework help system based on DeepSeek R1 is developed and first implemented for students enrolled in a large computer science beginning programming course. In addition to an assist button in a well-known code editor, our assistant also has a feedback option in our command-line automatic evaluator. It wraps student work in a personalized prompt that advances our educational objectives without offering answers straight away. We have discovered that our assistant can recognize students' conceptual difficulties and provide ideas, plans, and template code in pedagogically appropriate ways. However, among other mistakes, it occasionally incorrectly labels the correct student code as incorrect or encourages students to use correct-but-lesson-inappropriate approaches, which can lead to long and frustrating journeys for the students. After discussing many development and deployment issues, we provide our conclusions and future actions.

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

Coaching, which involves classroom observation and expert feedback, is a widespread and fundamental part of teacher training. However, the majority of teachers do not have access to consistent, high quality coaching due to limited resources and access to expertise. We explore whether generative AI could become a cost-effective complement to expert feedback by serving as an automated teacher coach. In doing so, we propose three teacher coaching tasks for generative AI: (A) scoring transcript segments based on classroom observation instruments, (B) identifying highlights and missed opportunities for good instructional strategies, and (C) providing actionable suggestions for eliciting more student reasoning. We recruit expert math teachers to evaluate the zero-shot performance of ChatGPT on each of these tasks for elementary math classroom transcripts. Our results reveal that ChatGPT generates responses that are relevant to improving instruction, but they are often not novel or insightful. For example, 82% of the model's suggestions point to places in the transcript where the teacher is already implementing that suggestion. Our work highlights the challenges of producing insightful, novel and truthful feedback for teachers while paving the way for future research to address these obstacles and improve the capacity of generative AI to coach teachers.

Generative AI, particularly Language Models (LMs), has the potential to transform real-world domains with societal impact, particularly where access to experts is limited. For example, in education, training novice educators with expert guidance is important for effectiveness but expensive, creating significant barriers to improving education quality at scale. This challenge disproportionately harms students from under-served communities, who stand to gain the most from high-quality education. We introduce Tutor CoPilot, a novel Human-AI approach that leverages a model of expert thinking to provide expert-like guidance to tutors as they tutor. This study is the first randomized controlled trial of a Human-AI system in live tutoring, involving 900 tutors and 1,800 K-12 students from historically under-served communities. Following a preregistered analysis plan, we find that students working with tutors that have access to Tutor CoPilot are 4 percentage points (p.p.) more likely to master topics (p<0.01). Notably, students of lower-rated tutors experienced the greatest benefit, improving mastery by 9 p.p. We find that Tutor CoPilot costs only $20 per-tutor annually. We analyze 550,000+ messages using classifiers to identify pedagogical strategies, and find that tutors with access to Tutor CoPilot are more likely to use high-quality strategies to foster student understanding (e.g., asking guiding questions) and less likely to give away the answer to the student. Tutor interviews highlight how Tutor CoPilot's guidance helps tutors to respond to student needs, though they flag issues in Tutor CoPilot, such as generating suggestions that are not grade-level appropriate. Altogether, our study of Tutor CoPilot demonstrates how Human-AI systems can scale expertise in real-world domains, bridge gaps in skills and create a future where high-quality education is accessible to all students.

AI assistance continues to help advance applications in education, from language learning to intelligent tutoring systems, yet current methods for providing students feedback are still quite limited. Most automatic feedback systems either provide binary correctness feedback, which may not help a student understand how to improve, or require hand-coding feedback templates, which may not generalize to new domains. This can be particularly challenging for physical control tasks, where the rich diversity in student behavior and specialized domains make it challenging to leverage general-purpose assistive tools for providing feedback. We design and build CORGI, a model trained to generate language corrections for physical control tasks, such as learning to ride a bike. CORGI takes in as input a pair of student and expert trajectories, and then generates natural language corrections to help the student improve. We collect and train CORGI over data from three diverse physical control tasks (drawing, steering, and joint movement). Through both automatic and human evaluations, we show that CORGI can (i) generate valid feedback for novel student trajectories, (ii) outperform baselines on domains with novel control dynamics, and (iii) improve student learning in an interactive drawing task.

Teachers and students are increasingly relying on online learning resources to supplement the ones provided in school. This increase in the breadth and depth of available resources is a great thing for students, but only provided they are able to find answers to their queries. Question-answering and information retrieval systems have benefited from public datasets to train and evaluate their algorithms, but most of these datasets have been in English text written by and for adults. We introduce a new public French question-answering dataset collected from Alloprof, a Quebec-based primary and high-school help website, containing 29 349 questions and their explanations in a variety of school subjects from 10 368 students, with more than half of the explanations containing links to other questions or some of the 2 596 reference pages on the website. We also present a case study of this dataset in an information retrieval task. This dataset was collected on the Alloprof public forum, with all questions verified for their appropriateness and the explanations verified both for their appropriateness and their relevance to the question. To predict relevant documents, architectures using pre-trained BERT models were fine-tuned and evaluated. This dataset will allow researchers to develop question-answering, information retrieval and other algorithms specifically for the French speaking education context. Furthermore, the range of language proficiency, images, mathematical symbols and spelling mistakes will necessitate algorithms based on a multimodal comprehension. The case study we present as a baseline shows an approach that relies on recent techniques provides an acceptable performance level, but more work is necessary before it can reliably be used and trusted in a production setting.

Providing computer science (CS) offerings in the K-12 education system is often limited by the lack of experienced teachers, especially in small or rural underserved school districts. By helping teachers in underserved areas develop CS curriculum and helping them become certified to teach CS courses, more young people in underserved areas are aware of IT-career opportunities, and prepared for CS education at the university level, which ultimately helps tackle the IT workforce deficit in the United States. This paper discusses a successful implementation of a Google CS4HS grant to a rural underserved area, as well as lessons learned through the implementation of the program. Key elements in the implementation included a face-to-face hands-on workshop, followed by a seven week graduate-level online summer course for the teachers to learn and develop curriculum that covers the CS concepts they will be teaching. The teachers were supported with an online community of practice for the year as they implemented the curriculum.

We explore the automatic generation of interactive, scenario-based lessons designed to train novice human tutors who teach middle school mathematics online. Employing prompt engineering through a Retrieval-Augmented Generation approach with GPT-4o, we developed a system capable of creating structured tutor training lessons. Our study generated lessons in English for three key topics: Encouraging Students' Independence, Encouraging Help-Seeking Behavior, and Turning on Cameras, using a task decomposition prompting strategy that breaks lesson generation into sub-tasks. The generated lessons were evaluated by two human evaluators, who provided both quantitative and qualitative evaluations using a comprehensive rubric informed by lesson design research. Results demonstrate that the task decomposition strategy led to higher-rated lessons compared to single-step generation. Human evaluators identified several strengths in the LLM-generated lessons, including well-structured content and time-saving potential, while also noting limitations such as generic feedback and a lack of clarity in some instructional sections. These findings underscore the potential of hybrid human-AI approaches for generating effective lessons in tutor training.

Artificial intelligence is transforming education through data-driven, personalized learning solutions. This paper introduces AI Tutor, an innovative web application that provides personalized tutoring in any subject using state-of-the-art Large Language Model (LLM). AI Tutor ingests course materials to construct an adaptive knowledge base tailored to the course. When students pose questions, it retrieves the most relevant information and generates detailed, conversational responses citing supporting evidence. The system is powered by advanced large language models and Retrieval-Augmented Generation (RAG) techniques for accurate, natural question answering. We present a fully-functional web interface and video demonstration that showcase AI Tutor's versatility across diverse subjects and its ability to produce pedagogically cogent responses. While an initial prototype, this work represents a pioneering step toward AI-enabled tutoring systems that can democratize access to high-quality, customized educational support.

Intelligent tutoring agents powered by large language models (LLMs) have been increasingly explored to deliver personalized guidance in areas such as language learning and science education. However, their capabilities in guiding users to solve complex real-world tasks remain underexplored. To address this limitation, in this work, we focus on coding tutoring, a challenging problem that requires tutors to proactively guide students toward completing predefined coding tasks. We propose a novel agent workflow, Trace-and-Verify (TRAVER), which combines knowledge tracing to estimate a student's knowledge state and turn-by-turn verification to ensure effective guidance toward task completion. We introduce DICT, an automatic evaluation protocol that assesses tutor agents holistically using controlled student simulation and code generation tests. Extensive experiments reveal the challenges of coding tutoring and demonstrate that TRAVER achieves a significantly higher success rate. Although we use code tutoring as an example in this paper, our results and findings can be extended beyond coding, providing valuable insights into advancing tutoring agents for a variety of tasks.

The teaching career shares common global characteristics, such as internal promotion, performance evaluation, recruitment of top candidates, continuous training, specialization, and peer learning. This study aims to describe the factors associated with the value placed on the teaching career in Peru. A total of 28217 public school teachers were analyzed using data from the 2020 National Teacher Survey. A variable measuring the "value of the teaching career" was constructed using eight indicators and categorized as low, medium, or high. Another variable, vision of the future, was classified as pessimistic, conformist, or optimistic. This observational, cross-sectional, and analytical study included variables related to in-service training, working conditions, professional recognition, and sociodemographic characteristics. Among the teachers surveyed, 45.8 % expressed an optimistic outlook on the future of the profession, 48 % held a conformist view, and only 6.2 % reported a pessimistic perspective. A generalized linear model revealed that the value placed on the teaching career was significantly associated with male gender (p = 0.002), a professional career (p < 0.001), an optimistic outlook (p = 0.033), and working at the primary level (p < 0.001). It was concluded that Peruvian teachers predominantly hold conformist or optimistic views of their profession. This highlights the need to reinforce merit-based advancement, competency-based training, intrinsic motivation, and ongoing professional development

EduChat (https://www.educhat.top/) is a large-scale language model (LLM)-based chatbot system in the education domain. Its goal is to support personalized, fair, and compassionate intelligent education, serving teachers, students, and parents. Guided by theories from psychology and education, it further strengthens educational functions such as open question answering, essay assessment, Socratic teaching, and emotional support based on the existing basic LLMs. Particularly, we learn domain-specific knowledge by pre-training on the educational corpus and stimulate various skills with tool use by fine-tuning on designed system prompts and instructions. Currently, EduChat is available online as an open-source project, with its code, data, and model parameters available on platforms (e.g., GitHub https://github.com/icalk-nlp/EduChat, Hugging Face https://huggingface.co/ecnu-icalk ). We also prepare a demonstration of its capabilities online (https://vimeo.com/851004454). This initiative aims to promote research and applications of LLMs for intelligent education.

Evaluating the pedagogical capabilities of AI-based tutoring models is critical for making guided progress in the field. Yet, we lack a reliable, easy-to-use, and simple-to-run evaluation that reflects the pedagogical abilities of models. To fill this gap, we present MathTutorBench, an open-source benchmark for holistic tutoring model evaluation. MathTutorBench contains a collection of datasets and metrics that broadly cover tutor abilities as defined by learning sciences research in dialog-based teaching. To score the pedagogical quality of open-ended teacher responses, we train a reward model and show it can discriminate expert from novice teacher responses with high accuracy. We evaluate a wide set of closed- and open-weight models on MathTutorBench and find that subject expertise, indicated by solving ability, does not immediately translate to good teaching. Rather, pedagogy and subject expertise appear to form a trade-off that is navigated by the degree of tutoring specialization of the model. Furthermore, tutoring appears to become more challenging in longer dialogs, where simpler questioning strategies begin to fail. We release the benchmark, code, and leaderboard openly to enable rapid benchmarking of future models.

This study applies Activity Theory to investigate how English as a foreign language (EFL) students prompt generative artificial intelligence (AI) tools during short story writing. Sixty-seven Hong Kong secondary school students created generative-AI tools using open-source language models and wrote short stories with them. The study collected and analyzed the students' generative-AI tools, short stories, and written reflections on their conditions or purposes for prompting. The research identified three main themes regarding the purposes for which students prompt generative-AI tools during short story writing: a lack of awareness of purposes, overcoming writer's block, and developing, expanding, and improving the story. The study also identified common characteristics of students' activity systems, including the sophistication of their generative-AI tools, the quality of their stories, and their school's overall academic achievement level, for their prompting of generative-AI tools for the three purposes during short story writing. The study's findings suggest that teachers should be aware of students' purposes for prompting generative-AI tools to provide tailored instructions and scaffolded guidance. The findings may also help designers provide differentiated instructions for users at various levels of story development when using a generative-AI tool.

The unequal distribution of educational opportunities carries the risk of having a long-term negative impact on general social peace, a country's economy and basic democratic structures. In contrast to this observable development is the rapid technological progress in the field of artificial intelligence (AI). Progress makes it possible to solve various problems in the field of education as well. In order to effectively exploit the advantages that arise from the use of AI, prospective teacher training students need appropriate AI skills, which must already be taught during their studies. In a first step, the added value of this technology will be demonstrated using a concrete example. This article is therefore about conducting an exploratory pilot study to test the Individual Educational Chatbot (IEC-V1) prototype, in which the levels can be individually determined in order to generate appropriate answers depending on the requirements. The results show that this is an important function for prospective teachers, and that there is great interest in taking a closer look at this technology in order to be able to better support learners in the future. The data shows that experience has already been gained with chatbots, but that there is still room for improvement. It also shows that IEC-V1 is already working well. The knowledge gained will be used for the further development of the prototype to further improve the usability of the chatbot. Overall, it is shown that useful AI applications can be effectively integrated into learning situations even without proprietary systems and that important data protection requirements can be complied with.