SearcharxivSearch

arXiv subjects

Daniel Flood

Publications and source records attributed to Daniel Flood.

2 recordsLinked to original sources

The Environmental Cost of LLMs in AIED: Reporting and Practices

Large Language Model (LLM) usage in recent years has become increasingly widespread in the Artificial Intelligence in Education (AIED) community. While LLMs offer unique avenues for learners and educators, using LLMs comes with computational and environmental costs. These costs are mostly hidden due to a lack of standardised procedures to measure and report these impacts. To address this gap, we first conducted a literature review of all papers published as part of the AIED 2025 conference proceedings, determining if and how computational or environmental costs of LLMs are reported. Most projects use LLMs, but few report computational resources used and almost none discuss environmental impacts of LLMs as an ethical concern. To address this lack of standardised reporting practices, we propose an open-source method for systematically measuring and reporting the computational expense of LLMs and environmental impact of running Machine Learning (ML) AIED systems. We provide software solutions to measure the carbon footprint for both local and cloud based hardware. We also provide an easy-to-use formula to calculate the computational expense of frontier LLMs even when the exact number of parameters is not known. Overall, we hope to motivate colleagues to use our method to strive for more transparent reporting of hidden costs of using LLMs in the AIED community.

cs.CY

Predicting At-Risk Programming Students in Small Imbalanced Datasets using Synthetic Data

This study is part of a larger project focused on measuring, understanding, and improving student engagement in programming education. We investigate whether synthetic data generation can help identify at-risk students earlier in a small, imbalanced dataset from an introductory programming module. The analysis used anonymised records from 379 students, with 15\% marked as failing, and applied several machine learning algorithms. The first experiments showed poor recall for the failing group. However, using synthetic data generation methods led to a significant improvement in performance. Our results suggest that machine learning can help identify at-risk students early in programming courses when combined with synthetic data. This research lays the groundwork for validating and using these models with live student cohorts in the future, to allow for timely and effective interventions that can improve student outcomes. It also includes feature importance analysis to refine formative tasks. Overall, this study contributes to developing practical workflows that help detect disengagement early and improve student success in programming education.

cs.CY