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Christian Schunn

Publications and source records attributed to Christian Schunn.

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Neuron-Aware Active Few-Shot Learning for LLMs

Active Few-Shot Learning (AFSL) adapts LLMs to specialized domains by identifying the most valuable unlabeled samples for annotation and use as few-shot demonstrations, effectively reducing human annotation costs while promoting high performance. However, existing methods typically rely on output-level signals for sample identification, such as predictive entropy or semantic similarities with test-time data based on external embeddings, which often overlook models' internal dynamics, which could pinpoint specific knowledge gaps. To bridge this gap, we propose NeuFS, a Neuron-Aware Active Few-Shot Learning framework that shifts the selection paradigm from output-level proxies to models' internal dynamics. NeuFS utilizes neuron activation patterns to represent sample directly, and includes a dual-criteria selection strategy that: (1) ensures few-shot sample diversity with neuron patterns for broader example coverage, while (2) prioritizing on identifying informative and challenging few-shot samples LLMs tend to hallucinate by quantifying neuron consensus. Experiments on three datasets demonstrate that NeuFS excels in both reasoning and text classification tasks, outperforming existing AFSL baselines. Ablation studies further highlight that internal neuron activations provide a more principled and effective selection signal than external embeddings, validating the superiority of the proposed NeuFS.

cs.LG

Assessing the Impact and Underlying Pathways of Sequenced AI feedback on Student Learning

Feedback is essential for learning, but its effectiveness relies heavily on how well it engages students in the educational process. Generative AI offers novel opportunities to efficiently produce rich, formative feedback, ranging from direct explanations to incrementally sequenced scaffolding designed to promote learner autonomy. Despite these capabilities, it is still unclear whether sequenced (layered) AI feedback -- which provides encouragement and hints before revealing the correct answer -- genuinely enhances engagement and learning outcomes. To investigate this, we randomly assigned 199 participants to receive either sequenced or non-sequenced AI-generated feedback. We evaluated its impact on learning performance, cognitive and behavioral engagement, and affective perceptions to understand how these factors mediate overall learning outcomes. Results show that sequenced feedback elicited slightly higher behavioral engagement and, as anticipated, was perceived as more encouraging and supportive of student independence. Concurrently, however, it induced a higher level of mental effort. Mediation analyses identified a positive affective pathway driven by perceived encouragement, which was completely counteracted by a negative behavioral pathway associated with the average number of tasks requiring three or more submissions; the cognitive pathway (mental effort) remained non-significant. Overall, sequenced feedback led to significantly poorer learning outcomes when compared to direct, non-sequenced feedback. These findings highlight a crucial trade-off: although sequenced AI scaffolding boosts engagement and positive user perceptions, it can have a detrimental effect on actual learning performance. By integrating analyses of outcomes, perceptions, and underlying mechanisms, this study provides nuanced insights for designing automated, AI-driven feedback systems.

cs.HC

Advancing Quantum Information Science Pre-College Education: The Case for Learning Sciences Collaboration

As quantum information science advances and the need for pre-college engagement grows, a critical question remains: How can young learners be prepared to participate in a field so radically different from what they have encountered before? This paper argues that meeting this challenge will require strong interdisciplinary collaboration with the Learning Sciences (LS), a field dedicated to understanding how people learn and designing theory-guided environments to support learning. Drawing on lessons from previous STEM education efforts, we discuss two key contributions of the learning sciences to quantum information science (QIS) education. The first is design-based research, the signature methodology of learning sciences, which can inform the development, refinement, and scaling of effective QIS learning experiences. The second is a framework for reshaping how learners reason about, learn and participate in QIS practices through shifts in knowledge representations that provide new forms of engagement and associated learning. We call for a two-way partnership between quantum information science and the learning sciences, one that not only supports learning in quantum concepts and practices but also improves our understanding of how to teach and support learning in highly complex domains. We also consider potential questions involved in bridging these disciplinary communities and argue that the theoretical and practical benefits justify the effort.

physics.ed-ph

From First Draft to Final Insight: A Multi-Agent Approach for Feedback Generation

Producing large volumes of high-quality, timely feedback poses significant challenges to instructors. To address this issue, automation technologies-particularly Large Language Models (LLMs)-show great potential. However, current LLM-based research still shows room for improvement in terms of feedback quality. Our study proposed a multi-agent approach performing "generation, evaluation, and regeneration" (G-E-RG) to further enhance feedback quality. In the first-generation phase, six methods were adopted, combining three feedback theoretical frameworks and two prompt methods: zero-shot and retrieval-augmented generation with chain-of-thought (RAG_CoT). The results indicated that, compared to first-round feedback, G-E-RG significantly improved final feedback across six methods for most dimensions. Specifically:(1) Evaluation accuracy for six methods increased by 3.36% to 12.98% (p<0.001); (2) The proportion of feedback containing four effective components rose from an average of 27.72% to an average of 98.49% among six methods, sub-dimensions of providing critiques, highlighting strengths, encouraging agency, and cultivating dialogue also showed great enhancement (p<0.001); (3) There was a significant improvement in most of the feature values (p<0.001), although some sub-dimensions (e.g., strengthening the teacher-student relationship) still require further enhancement; (4) The simplicity of feedback was effectively enhanced (p<0.001) for three methods.

cs.HC

A longitudinal analysis of students' motivational characteristics in introductory physics courses: Gender differences

The lack of diversity and the under-performance of underrepresented students in STEM courses have been the focus of researchers in the last decade. In particular, many hypotheses have been put forth for the reasons for the under-representation and under-performance of women in physics. Here, we present a framework for helping all students learn in science courses that takes into account four factors: 1) characteristics of instruction and learning tools, 2) implementation of instruction and learning tools, 3) student characteristics, and 4) students' environments. While there has been much research on factor 1 (characteristics of instruction and learning tools), there has been less focus on factor 2 (students' characteristics, and in particular, motivational factors). Here, we focus on the baseline motivational characteristics of introductory physics students obtained from survey data to inform factor 2 of the framework. A longitudinal analysis of students' motivational characteristics in two-semester introductory physics courses was performed by administering pre- and post-surveys that evaluated students' self-efficacy, grit, fascination with physics, value associated with physics, intelligence mindset, and physics epistemology. Female students reported lower self-efficacy, fascination and value, and had a more "fixed" view of intelligence in the context of physics compared to male students. Grit was the only factor on which female students reported averages that were equal to or higher than male students throughout introductory physics courses. These gender differences can at least partly be attributed to the societal stereotypes and biases about who belongs in physics and can excel in it. The findings inform the framework and have implications for the development and implementation of effective pedagogies and learning tools to help all students learn.

physics.ed-ph

Introduction to physics teaching for science and engineering undergraduates

Recruiting and retaining highly qualified physics and physical science teachers is critical for maintaining America's global competitiveness. Unfortunately, only one third of the high school teachers in physics have a degree in physics and an even smaller number of physical science teachers in middle school have a good grasp of the scientific content they teach. Moreover, teachers often lack adequate pedagogical content knowledge to teach science effectively. Here, we discuss the development, implementation, and assessment of a course for science and engineering undergraduates designed to increase awareness and help them develop an interest and a deeper appreciation of the intellectual demands of physics teaching. The course focused on increasing student enthusiasm and confidence in teaching by providing well supported teaching opportunities and exposure to physics education research. The course assessment methods include 1) pre/post-test measures of attitude and expectations about science teaching, 2) self and peer evaluation of student teaching, 3) content-based pre/post-tests given to students who received instruction from the student teachers, and 4) audio-taped focus group discussions in the absence of the instructor and TA to evaluate student perspective on different aspects of the course and its impact.

physics.ed-ph

Increasing interest and awareness about teaching in science undergraduates

We discuss the development, implementation, and assessment of a course for science undergraduates designed to help them develop an awareness and a deeper appreciation of the intellectual demands of physics teaching. The course focused on increasing student enthusiasm and confidence in teaching by providing well supported teaching opportunities and exposure to physics education research. The course assessment methods include 1) pre/post-tests measures of attitude and expectations about science teaching, 2) self and peer evaluation of student teaching, 3) content-based pre/post-tests given to students who received instruction from the student teachers, and 4) audio-taped focus group discussions in the absence of the instructor and TA to evaluate student perspective on different aspects of the course and its impact.

physics.ed-ph