arXiv subjects

Dora Demszky

Publications and source records attributed to Dora Demszky.

4 recordsLinked to original sources

arXiv2026

EducaSim: Interactive Simulacra for CS1 Instructional Practice

Role play is a high-impact mode of training that has demonstrated its effectiveness in improving learning outcomes. However, it is difficult to scale to teacher instruction due to its inherent dependency on providing personnel who are both trained and available to facilitate this learning environment. This poses a challenge, especially to massive online courses which may employ and aid hundreds to thousands of novice teachers. In this work, we present EducaSim: a novel framework that uses generative agents to simulate a small-group section for teachers-in-training to practice instruction. EducaSim works by implementing diverse pedagogical-based personas, actual course material, and agent-based architectures constructed for instructional practice to provide a pedagogically rich environment for teachers-in-training to engage in role play learning -- without the costly overhead that comes with it. We share our experiences with constructing and making the tool available for experimental training and preparation in a six-week CS1 course supporting 20,000 students. We found that teachers who engaged generally saw it as a positive experience. We believe that EducaSim is an important step to providing experiential teaching practice at scale for closely-defined settings and has great potential for future applications.

cs.CY↗

arXiv2025

Educator Attention: How computational tools can systematically identify the distribution of a key resource for students

Educator attention is critical for student success, yet how educators distribute their attention across students remains poorly understood due to data and methodological constraints. This study presents the first large-scale computational analysis of educator attention patterns, leveraging over 1 million educator utterances from virtual group tutoring sessions linked to detailed student demographic and academic achievement data. Using natural language processing techniques, we systematically examine the recipient and nature of educator attention. Our findings reveal that educators often provide more attention to lower-achieving students. However, disparities emerge across demographic lines, particularly by gender. Girls tend to receive less attention when paired with boys, even when they are the lower achieving student in the group. Lower-achieving female students in mixed-gender pairs receive significantly less attention than their higher-achieving male peers, while lower-achieving male students receive significantly and substantially more attention than their higher-achieving female peers. We also find some differences by race and English learner (EL) status, with low-achieving Black students receiving additional attention only when paired with another Black student but not when paired with a non-Black peer. In contrast, higher-achieving EL students receive disproportionately more attention than their lower-achieving EL peers. This work highlights how large-scale interaction data and computational methods can uncover subtle but meaningful disparities in teaching practices, providing empirical insights to inform more equitable and effective educational strategies.

cs.CL↗

arXiv2024

Tutor CoPilot: A Human-AI Approach for Scaling Real-Time Expertise

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.

cs.CL↗

arXiv2022

On the Opportunities and Risks of Foundation Models

AI is undergoing a paradigm shift with the rise of models (e.g., BERT, DALL-E, GPT-3) that are trained on broad data at scale and are adaptable to a wide range of downstream tasks. We call these models foundation models to underscore their critically central yet incomplete character. This report provides a thorough account of the opportunities and risks of foundation models, ranging from their capabilities (e.g., language, vision, robotics, reasoning, human interaction) and technical principles(e.g., model architectures, training procedures, data, systems, security, evaluation, theory) to their applications (e.g., law, healthcare, education) and societal impact (e.g., inequity, misuse, economic and environmental impact, legal and ethical considerations). Though foundation models are based on standard deep learning and transfer learning, their scale results in new emergent capabilities,and their effectiveness across so many tasks incentivizes homogenization. Homogenization provides powerful leverage but demands caution, as the defects of the foundation model are inherited by all the adapted models downstream. Despite the impending widespread deployment of foundation models, we currently lack a clear understanding of how they work, when they fail, and what they are even capable of due to their emergent properties. To tackle these questions, we believe much of the critical research on foundation models will require deep interdisciplinary collaboration commensurate with their fundamentally sociotechnical nature.

cs.LG↗