arXiv subjects

Babette Bühler

Publications and source records attributed to Babette Bühler.

12 recordsLinked to original sources

arXiv2026

From Scoring to Explanations: Evaluating SHAP and LLM Rationales for Rubric-based Teaching Quality Assessment

Automated scoring models are increasingly used to assign rubric-based quality ratings to complex language performances, including classroom transcripts, yet they typically provide little insight into why a particular score is produced. We propose a general framework for sentence-level interpretability of rubric-based scoring that combines model-agnostic Shapley-value attributions with rationales generated by large language models (LLMs). Instantiated on the Quality of Feedback dimension of the CLASS framework using the NCTE corpus, the framework enables systematic comparison of fine-tuned pretrained language models (PLMs) and prompted LLMs on both scoring performance and explanation faithfulness. Across 6k annotated transcript segments, fine-tuned PLMs outperform LLMs in prediction accuracy but exhibit label compression toward mid-scale scores. Deletion-based tests show that SHAP identifies sentences that reliably drive model predictions, producing typically larger and more coherent prediction shifts than LLM-generated rationales. Cross-model analyses further reveal that SHAP attributions transfer robustly across architectures, whereas LLM rationales exert limited and inconsistent influence. Overall, the findings demonstrate that SHAP provides more faithful and transferable explanations for rubric-based scoring, and that the proposed framework offers a principled basis for evaluating both scoring models and their explanations in high-stakes educational settings and other rubric-based language assessment tasks.

cs.CL↗

arXiv2026

Automatic Mind Wandering Detection in Educational Settings: A Systematic Review and Multimodal Benchmarking

Detecting mind wandering is crucial in online education, and it occurs 30% of the time, as it directly impacts learners' retention, comprehension, and overall success in self-directed learning environments. Integrating automated detection algorithms enables the deployment of targeted interventions within adaptive learning environments, paving the way for more responsive and personalized educational systems. However, progress is hampered by a lack of coherent frameworks for identifying mind wandering in online environments. This work presents a comprehensive systematic review and benchmark of mind wandering detection across 14 datasets covering EEG, facial video, eye tracking, and physiological signals in educational settings, motivated by the challenges in achieving reliable detection and the inconsistency of results across studies caused by variations in models, preprocessing approaches, and evaluation metrics. We implemented a generalizable preprocessing and feature extraction pipeline tailored to each modality, ensuring fair comparison across diverse experimental paradigms. 13 traditional machine learning and neural network models, including federated learning approaches, were evaluated on each dataset. In a novel ablation study, we explored mind wandering detection from post-probe data, motivated by findings that learners often re-engage with material after mind wandering episodes through re-reading or re-watching. Results highlight the potential and limitations of different modalities and classifiers for mind wandering detection, and point to new opportunities for supporting online learning. All code and preprocessing scripts are made openly available to support reproducibility and future research.

cs.HC↗

arXiv2026

Safeguarding Privacy: Privacy-Preserving Detection of Mind Wandering and Disengagement Using Federated Learning in Online Education

Since the COVID-19 pandemic, online courses have expanded access to education, yet the absence of direct instructor support challenges learners' ability to self-regulate attention and engagement. Mind wandering and disengagement can be detrimental to learning outcomes, making their automated detection via video-based indicators a promising approach for real-time learner support. However, machine learning-based approaches often require sharing sensitive data, raising privacy concerns. Federated learning offers a privacy-preserving alternative by enabling decentralized model training while also distributing computational load. We propose a framework exploiting cross-device federated learning to address different manifestations of behavioral and cognitive disengagement during remote learning, specifically behavioral disengagement, mind wandering, and boredom. We fit video-based cognitive disengagement detection models using facial expressions and gaze features. By adopting federated learning, we safeguard users' data privacy through privacy-by-design and introduce a novel solution with the potential for real-time learner support. We further address challenges posed by eyeglasses by incorporating related features, enhancing overall model performance. To validate the performance of our approach, we conduct extensive experiments on five datasets and benchmark multiple federated learning algorithms. Our results show great promise for privacy-preserving educational technologies promoting learner engagement.

cs.LG↗

arXiv2025

Exploring Automated Recognition of Instructional Activity and Discourse from Multimodal Classroom Data

Observation of classroom interactions can provide concrete feedback to teachers, but current methods rely on manual annotation, which is resource-intensive and hard to scale. This work explores AI-driven analysis of classroom recordings, focusing on multimodal instructional activity and discourse recognition as a foundation for actionable feedback. Using a densely annotated dataset of 164 hours of video and 68 lesson transcripts, we design parallel, modality-specific pipelines. For video, we evaluate zero-shot multimodal LLMs, fine-tuned vision-language models, and self-supervised video transformers on 24 activity labels. For transcripts, we fine-tune a transformer-based classifier with contextualized inputs and compare it against prompting-based LLMs on 19 discourse labels. To handle class imbalance and multi-label complexity, we apply per-label thresholding, context windows, and imbalance-aware loss functions. The results show that fine-tuned models consistently outperform prompting-based approaches, achieving macro-F1 scores of 0.577 for video and 0.460 for transcripts. These results demonstrate the feasibility of automated classroom analysis and establish a foundation for scalable teacher feedback systems.

cs.CV↗

arXiv2025

The Impact of Device Type, Data Practices, and Use Case Scenarios on Privacy Concerns about Eye-tracked Augmented Reality in the United States and Germany

Augmented reality technology will likely be prevalent with more affordable head-mounted displays. Integrating novel interaction modalities, such as eye trackers into head-mounted displays could lead to collecting vast amounts of biometric data, which may allow inference of sensitive user attributes like health status or sexual preference, posing privacy issues. While previous works broadly examined privacy concerns about augmented reality, ours is the first to extensively explore privacy concerns on behavioral data, particularly eye tracking in augmented reality. We crowdsourced four survey studies in the United States (n1 = 48, n2 = 525) and Germany (n3 = 48, n4 = 525) to understand the impact of user attributes, augmented reality devices, use cases, data practices, and country on privacy concerns. Our findings indicate that participants are generally concerned about privacy when they know what inferences can be made based on the collected data. Despite the more prominent use of smartphones in daily life than augmented reality glasses, we found no indications of differing privacy concerns depending on the device type. In addition, our participants are more comfortable when a particular use case benefits them and less comfortable when other humans can consume their data. Furthermore, participants in the United States are less concerned about their privacy than those in Germany. Based on our findings, we provide several recommendations to practitioners and policymakers for privacy-aware augmented reality.

cs.HC↗

arXiv2025

Conversational AI as a Catalyst for Informal Learning: An Empirical Large-Scale Study on LLM Use in Everyday Learning

Large language models have not only captivated the public imagination but have also sparked a profound rethinking of how we learn. In the third year following the breakthrough launch of ChatGPT, everyday informal learning has been transformed as diverse user groups explore these novel tools. Who is embracing LLMs for self-directed learning, and who remains hesitant? What are their reasons for adoption or avoidance? What learning patterns emerge with this novel technological landscape? We present an in-depth analysis from a large-scale survey of 776 participants, showcasing that 88% of our respondents already incorporate LLMs into their everyday learning routines for a wide variety of (learning) tasks. Young adults are at the forefront of adopting LLMs, primarily to enhance their learning experiences independently of time and space. Four types of learners emerge across learning contexts, depending on the tasks they perform with LLMs and the devices they use to access them. Interestingly, our respondents exhibit paradoxical behaviours regarding their trust in LLMs' accuracy and privacy protection measures. Our implications emphasize the importance of including different media types for learning, enabling collaborative learning, providing sources and meeting the needs of different types of learners and learning by design.

cs.HC↗

arXiv2025

Multimodal Assessment of Classroom Discourse Quality: A Text-Centered Attention-Based Multi-Task Learning Approach

Classroom discourse is an essential vehicle through which teaching and learning take place. Assessing different characteristics of discursive practices and linking them to student learning achievement enhances the understanding of teaching quality. Traditional assessments rely on manual coding of classroom observation protocols, which is time-consuming and costly. Despite many studies utilizing AI techniques to analyze classroom discourse at the utterance level, investigations into the evaluation of discursive practices throughout an entire lesson segment remain limited. To address this gap, our study proposes a novel text-centered multimodal fusion architecture to assess the quality of three discourse components grounded in the Global Teaching InSights (GTI) observation protocol: Nature of Discourse, Questioning, and Explanations. First, we employ attention mechanisms to capture inter- and intra-modal interactions from transcript, audio, and video streams. Second, a multi-task learning approach is adopted to jointly predict the quality scores of the three components. Third, we formulate the task as an ordinal classification problem to account for rating level order. The effectiveness of these designed elements is demonstrated through an ablation study on the GTI Germany dataset containing 92 videotaped math lessons. Our results highlight the dominant role of text modality in approaching this task. Integrating acoustic features enhances the model's consistency with human ratings, achieving an overall Quadratic Weighted Kappa score of 0.384, comparable to human inter-rater reliability (0.326). Our study lays the groundwork for the future development of automated discourse quality assessment to support teacher professional development through timely feedback on multidimensional discourse practices.

cs.CY↗

arXiv2024

Can AI grade your essays? A comparative analysis of large language models and teacher ratings in multidimensional essay scoring

The manual assessment and grading of student writing is a time-consuming yet critical task for teachers. Recent developments in generative AI, such as large language models, offer potential solutions to facilitate essay-scoring tasks for teachers. In our study, we evaluate the performance and reliability of both open-source and closed-source LLMs in assessing German student essays, comparing their evaluations to those of 37 teachers across 10 pre-defined criteria (i.e., plot logic, expression). A corpus of 20 real-world essays from Year 7 and 8 students was analyzed using five LLMs: GPT-3.5, GPT-4, o1, LLaMA 3-70B, and Mixtral 8x7B, aiming to provide in-depth insights into LLMs' scoring capabilities. Closed-source GPT models outperform open-source models in both internal consistency and alignment with human ratings, particularly excelling in language-related criteria. The novel o1 model outperforms all other LLMs, achieving Spearman's $r = .74$ with human assessments in the overall score, and an internal consistency of $ICC=.80$. These findings indicate that LLM-based assessment can be a useful tool to reduce teacher workload by supporting the evaluation of essays, especially with regard to language-related criteria. However, due to their tendency for higher scores, the models require further refinement to better capture aspects of content quality.

cs.CL↗

arXiv2024

Multimodal Machine Learning for Automated Assessment of Attention-Related Processes during Learning

Attention is a key factor for successful learning, with research indicating strong associations between (in)attention and learning outcomes. This dissertation advanced the field by focusing on the automated detection of attention-related processes using eye tracking, computer vision, and machine learning, offering a more objective, continuous, and scalable assessment than traditional methods such as self-reports or observations. It introduced novel computational approaches for assessing various dimensions of (in)attention in online and classroom learning settings and addressing the challenges of precise fine-granular assessment, generalizability, and in-the-wild data quality. First, this dissertation explored the automated detection of mind-wandering, a shift in attention away from the learning task. Aware and unaware mind wandering were distinguished employing a novel multimodal approach that integrated eye tracking, video, and physiological data. Further, the generalizability of scalable webcam-based detection across diverse tasks, settings, and target groups was examined. Second, this thesis investigated attention indicators during online learning. Eye-tracking analyses revealed significantly greater gaze synchronization among attentive learners. Third, it addressed attention-related processes in classroom learning by detecting hand-raising as an indicator of behavioral engagement using a novel view-invariant and occlusion-robust skeleton-based approach. This thesis advanced the automated assessment of attention-related processes within educational settings by developing and refining methods for detecting mind wandering, on-task behavior, and behavioral engagement. It bridges educational theory with advanced methods from computer science, enhancing our understanding of attention-related processes that significantly impact learning outcomes and educational practices.

cs.HC↗

arXiv2024

Automated Assessment of Encouragement and Warmth in Classrooms Leveraging Multimodal Emotional Features and ChatGPT

Classroom observation protocols standardize the assessment of teaching effectiveness and facilitate comprehension of classroom interactions. Whereas these protocols offer teachers specific feedback on their teaching practices, the manual coding by human raters is resource-intensive and often unreliable. This has sparked interest in developing AI-driven, cost-effective methods for automating such holistic coding. Our work explores a multimodal approach to automatically estimating encouragement and warmth in classrooms, a key component of the Global Teaching Insights (GTI) study's observation protocol. To this end, we employed facial and speech emotion recognition with sentiment analysis to extract interpretable features from video, audio, and transcript data. The prediction task involved both classification and regression methods. Additionally, in light of recent large language models' remarkable text annotation capabilities, we evaluated ChatGPT's zero-shot performance on this scoring task based on transcripts. We demonstrated our approach on the GTI dataset, comprising 367 16-minute video segments from 92 authentic lesson recordings. The inferences of GPT-4 and the best-trained model yielded correlations of r = .341 and r = .441 with human ratings, respectively. Combining estimates from both models through averaging, an ensemble approach achieved a correlation of r = .513, comparable to human inter-rater reliability. Our model explanation analysis indicated that text sentiment features were the primary contributors to the trained model's decisions. Moreover, GPT-4 could deliver logical and concrete reasoning as potential teacher guidelines. Our findings provide insights into using advanced, multimodal techniques for automated classroom observation, aiming to foster teacher training through frequent and valuable feedback.

cs.HC↗

arXiv2024

On Task and in Sync: Examining the Relationship between Gaze Synchrony and Self-Reported Attention During Video Lecture Learning

Successful learning depends on learners' ability to sustain attention, which is particularly challenging in online education due to limited teacher interaction. A potential indicator for attention is gaze synchrony, demonstrating predictive power for learning achievements in video-based learning in controlled experiments focusing on manipulating attention. This study (N=84) examines the relationship between gaze synchronization and self-reported attention of learners, using experience sampling, during realistic online video learning. Gaze synchrony was assessed through Kullback-Leibler Divergence of gaze density maps and MultiMatch algorithm scanpath comparisons. Results indicated significantly higher gaze synchronization in attentive participants for both measures and self-reported attention significantly predicted post-test scores. In contrast, synchrony measures did not correlate with learning outcomes. While supporting the hypothesis that attentive learners exhibit similar eye movements, the direct use of synchrony as an attention indicator poses challenges, requiring further research on the interplay of attention, gaze synchrony, and video content type.

cs.HC↗

arXiv2021

Web Table Classification based on Visual Features

Tables on the web constitute a valuable data source for many applications, like factual search and knowledge base augmentation. However, as genuine tables containing relational knowledge only account for a small proportion of tables on the web, reliable genuine web table classification is a crucial first step of table extraction. Previous works usually rely on explicit feature construction from the HTML code. In contrast, we propose an approach for web table classification by exploiting the full visual appearance of a table, which works purely by applying a convolutional neural network on the rendered image of the web table. Since these visual features can be extracted automatically, our approach circumvents the need for explicit feature construction. A new hand labeled gold standard dataset containing HTML source code and images for 13,112 tables was generated for this task. Transfer learning techniques are applied to well known VGG16 and ResNet50 architectures. The evaluation of CNN image classification with fine tuned ResNet50 (F1 93.29%) shows that this approach achieves results comparable to previous solutions using explicitly defined HTML code based features. By combining visual and explicit features, an F-measure of 93.70% can be achieved by Random Forest classification, which beats current state of the art methods.

cs.CV↗