arXiv subjects

George Boateng

Publications and source records attributed to George Boateng.

At least 19 recordsLinked to original sources

arXiv2026

"Why SuaCode?": Understanding African Students' Motivations for Taking a Smartphone-Based Online Coding Course

Computer programming MOOCs are instrumental in providing students with high-quality instruction in areas where there is limited access. They are especially beneficial to post-secondary African students as less than 1% of them leave secondary school with fundamental coding skills. One strategy for increasing their efficacy for African students is to understand students' motivation for enrolling. These insights can inform the design of MOOC content and assessments to align with students' interests. We administered an open-ended response survey to (self-identified) Africans enrolled in a smartphone-based online coding course (SuaCode). We analyzed a random sample of 450 (of 3000) responses using a grounded theory approach. We found that most African students (68.7%) participated in SuaCode for intrinsic reasons such as improving themselves, learning with like-minded individuals, and gaining skills to help address societal issues. We discuss the implications of these findings in the design of programming MOOCs targeted at African students.

cs.HC↗

arXiv2026

Adesua: Development and Feasibility Study of an AI WhatsApp Bot for Science Learning in West Africa

Sub-Saharan Africa faces persistently high student-teacher ratios and shortages of qualified teachers, limiting students' access to personalized learning support and formative assessment. To address this challenge, we present Adesua, a WhatsApp-based AI Teaching Assistant for science education that extends the Kwame for Science platform. Adesua leverages WhatsApp's widespread adoption in Africa to provide accessible, curriculum-aligned learning support for Junior High School (JHS) and Senior High School (SHS) students across West Africa. The system integrates curated textbooks and 33 years of national examination questions with generative AI to enable conversational question answering and automated assessment with feedback via a WhatsApp bot. Students can ask science questions, take timed or untimed multiple-choice tests by topic or exam year, and receive instant grading and detailed explanations of correct and incorrect responses. A 6-month feasibility deployment in 2025 had 56 active users in Ghana, including students and parents. Quantitative evaluation showed a high perceived usefulness, with a helpfulness score of 93.75\% for AI-generated answers, albeit with a small number of ratings (n=16). These preliminary results provide a basis for more extensive future evaluation of a WhatsApp-based AI assistant to assess its potential to offer scalable, low-cost personalized learning support and formative assessment in resource-constrained educational contexts.

cs.CL↗

arXiv2026

Eskwai for Students: Generative AI Assistant for Legal Education in Ghana

Recent advances in generative AI have shown their potential to be leveraged for legal education. Yet, work on the development and deployment of such systems for legal education in the Global South is limited. In this work, we developed Eskwai for Students, a generative AI assistant to help law students with their legal education. Eskwai for Students is a retrieval augmented generation (RAG) system that provides answers to a wide range of legal questions for law students grounded in a curated database of over 12K case laws and 1.4K legislation in Ghana. We deployed Eskwai for Students in a longitudinal study of 30 months (2.5 years) used by 3.1K law students in Ghana who made 32K queries. We evaluated the helpfulness of our AI, and provided insight into the kinds of queries law students submit to this generative AI tool, which raises some ethical concerns. This work contributes to an understanding of how law students in the Global South are using generative AI for their studies and the ways it could be leveraged responsibly to advance legal education.

cs.CL↗

arXiv2026

NSMQ Riddles: A Benchmark of Scientific and Mathematical Riddles for Quizzing Large Language Models

Large Language Models (LLMs) have shown good performance on various science educational benchmarks, demonstrating their potential for use in science and mathematics education. Yet, LLMs tend to be evaluated on science and mathematical educational datasets from the Western world, with an underrepresentation of datasets from the Global South. Furthermore, they tend to have multiple-choice answer options that are trivial to evaluate. In this work, we present NSMQ Riddles, a novel benchmark of Scientific and Mathematical Riddles from Ghana's National Science and Maths Quiz (NSMQ) competition to evaluate LLMs. The NSMQ is an annual live TV competition for senior secondary school students in Ghana that brings together the smartest high school students in Ghana who compete in teams of 2 by answering questions in biology, chemistry, physics, and math over five rounds and five stages until a winning team is crowned for that year. NSMQ Riddles consists of 11 years of riddle questions (n=1.8K) from the 5th round, with each riddle containing a minimum of 3 clues. Students compete to be the first to guess the answer on any of the clues, with earlier clues being vague and also fetching more points. The answers are usually a number, word, or short phrase, allowing for automatic evaluation. We evaluated state-of-the-art models: closed (GPT-5.4, Gemini 3.1 Pro, Claude Opus 4.6) and open models (Kimi-K2.5, DeepSeek-V3.1, GPT-OSS-120B) with high and low reasoning settings. Our evaluation shows that the dataset is challenging even for state-of-the-art LLMs, which performed worse than the best student contestants. This work contributes a novel and challenging benchmark for scientific and mathematical reasoning from the Global South towards enabling a true global benchmarking of LLMs' capabilities for science and mathematics education.

cs.CL↗

arXiv2026

Kwame 2.0: Human-in-the-Loop Generative AI Teaching Assistant for Large Scale Online Coding Education in Africa

Providing timely and accurate learning support in large-scale online coding courses is challenging, particularly in resource-constrained contexts. We present Kwame 2.0, a bilingual (English-French) generative AI teaching assistant built using retrieval-augmented generation and deployed in a human-in-the-loop forum within SuaCode, an introductory mobile-based coding course for learners across Africa. Kwame 2.0 retrieves relevant course materials and generates context-aware responses while encouraging human oversight and community participation. We deployed the system in a 15-month longitudinal study spanning 15 cohorts with 3,717 enrollments across 35 African countries. Evaluation using community feedback and expert ratings shows that Kwame 2.0 provided high-quality and timely support, achieving high accuracy on curriculum-related questions, while human facilitators and peers effectively mitigated errors, particularly for administrative queries. Our findings demonstrate that human-in-the-loop generative AI systems can combine the scalability and speed of AI with the reliability of human support, offering an effective approach to learning assistance for underrepresented populations in resource-constrained settings at scale.

cs.CL↗

arXiv2024

AfricAIED 2024: 2nd Workshop on Artificial Intelligence in Education in Africa

Recent AI advancements offer transformative potential for global education, yet their application often overlooks Africa's unique educational landscape. AfricAIED 2024 will address this gap, spotlighting efforts to develop AI in Education (AIED) systems tailored to Africa's needs. Building on the success of the inaugural workshop, AfricAIED 2024 will feature an online AI Hackathon focused on democratizing preparation for Ghana's National Science & Maths Quiz (NSMQ). Participants will create open-source AI tools leveraging resources from the Brilla AI project to level the academic playing field and enhance science and math education across Africa. The workshop will showcase top competitors' solutions, invite discussions on AIED opportunities and challenges in Africa, and highlight the latest advancements in AI education integration. AfricAIED 2024 aims to foster collaboration and innovation, amplifying African voices in the AIED community and driving positive change in African education through AI.

cs.CY↗

arXiv2024

Brilla AI: AI Contestant for the National Science and Maths Quiz

The African continent lacks enough qualified teachers which hampers the provision of adequate learning support. An AI could potentially augment the efforts of the limited number of teachers, leading to better learning outcomes. Towards that end, this work describes and evaluates the first key output for the NSMQ AI Grand Challenge, which proposes a robust, real-world benchmark for such an AI: "Build an AI to compete live in Ghana's National Science and Maths Quiz (NSMQ) competition and win - performing better than the best contestants in all rounds and stages of the competition". The NSMQ is an annual live science and mathematics competition for senior secondary school students in Ghana in which 3 teams of 2 students compete by answering questions across biology, chemistry, physics, and math in 5 rounds over 5 progressive stages until a winning team is crowned for that year. In this work, we built Brilla AI, an AI contestant that we deployed to unofficially compete remotely and live in the Riddles round of the 2023 NSMQ Grand Finale, the first of its kind in the 30-year history of the competition. Brilla AI is currently available as a web app that livestreams the Riddles round of the contest, and runs 4 machine learning systems: (1) speech to text (2) question extraction (3) question answering and (4) text to speech that work together in real-time to quickly and accurately provide an answer, and then say it with a Ghanaian accent. In its debut, our AI answered one of the 4 riddles ahead of the 3 human contesting teams, unofficially placing second (tied). Improvements and extensions of this AI could potentially be deployed to offer science tutoring to students and eventually enable millions across Africa to have one-on-one learning interactions, democratizing science education.

cs.CL↗

arXiv2024

Leveraging AI to Advance Science and Computing Education across Africa: Challenges, Progress and Opportunities

Across the African continent, students grapple with various educational challenges, including limited access to essential resources such as computers, internet connectivity, reliable electricity, and a shortage of qualified teachers. Despite these challenges, recent advances in AI such as BERT, and GPT-4 have demonstrated their potential for advancing education. Yet, these AI tools tend to be deployed and evaluated predominantly within the context of Western educational settings, with limited attention directed towards the unique needs and challenges faced by students in Africa. In this chapter, we discuss challenges with using AI to advance education across Africa. Then, we describe our work developing and deploying AI in Education tools in Africa for science and computing education: (1) SuaCode, an AI-powered app that enables Africans to learn to code using their smartphones, (2) AutoGrad, an automated grading, and feedback tool for graphical and interactive coding assignments, (3) a tool for code plagiarism detection that shows visual evidence of plagiarism, (4) Kwame, a bilingual AI teaching assistant for coding courses, (5) Kwame for Science, a web-based AI teaching assistant that provides instant answers to students' science questions and (6) Brilla AI, an AI contestant for the National Science and Maths Quiz competition. Finally, we discuss potential opportunities to leverage AI to advance education across Africa.

cs.CY↗

arXiv2023

Towards an AI to Win Ghana's National Science and Maths Quiz

Can an AI win Ghana's National Science and Maths Quiz (NSMQ)? That is the question we seek to answer in the NSMQ AI project, an open-source project that is building AI to compete live in the NSMQ and win. The NSMQ is an annual live science and mathematics competition for senior secondary school students in Ghana in which 3 teams of 2 students compete by answering questions across biology, chemistry, physics, and math in 5 rounds over 5 progressive stages until a winning team is crowned for that year. The NSMQ is an exciting live quiz competition with interesting technical challenges across speech-to-text, text-to-speech, question-answering, and human-computer interaction. In this ongoing work that began in January 2023, we give an overview of the project, describe each of the teams, progress made thus far, and the next steps toward our planned launch and debut of the AI in October for NSMQ 2023. An AI that conquers this grand challenge can have real-world impact on education such as enabling millions of students across Africa to have one-on-one learning support from this AI.

cs.HC↗

arXiv2023

Real-World Deployment and Evaluation of Kwame for Science, An AI Teaching Assistant for Science Education in West Africa

Africa has a high student-to-teacher ratio which limits students' access to teachers for learning support such as educational question answering. In this work, we extended Kwame, a bilingual AI teaching assistant for coding education, adapted it for science education, and deployed it as a web app. Kwame for Science provides passages from well-curated knowledge sources and related past national exam questions as answers to questions from students based on the Integrated Science subject of the West African Senior Secondary Certificate Examination (WASSCE). Furthermore, students can view past national exam questions along with their answers and filter by year, question type, and topics that were automatically categorized by a topic detection model which we developed (91% unweighted average recall). We deployed Kwame for Science in the real world over 8 months and had 750 users across 32 countries (15 in Africa) and 1.5K questions asked. Our evaluation showed an 87.2% top 3 accuracy (n=109 questions) implying that Kwame for Science has a high chance of giving at least one useful answer among the 3 displayed. We categorized the reasons the model incorrectly answered questions to provide insights for future improvements. We also share challenges and lessons with the development, deployment, and human-computer interaction component of such a tool to enable other researchers to deploy similar tools. With a first-of-its-kind tool within the African context, Kwame for Science has the potential to enable the delivery of scalable, cost-effective, and quality remote education to millions of people across Africa.

cs.CL↗

arXiv2023

Can an AI Win Ghana's National Science and Maths Quiz? An AI Grand Challenge for Education

There is a lack of enough qualified teachers across Africa which hampers efforts to provide adequate learning support such as educational question answering (EQA) to students. An AI system that can enable students to ask questions via text or voice and get instant answers will make high-quality education accessible. Despite advances in the field of AI, there exists no robust benchmark or challenge to enable building such an (EQA) AI within the African context. Ghana's National Science and Maths Quiz competition (NSMQ) is the perfect competition to evaluate the potential of such an AI due to its wide coverage of scientific fields, variety of question types, highly competitive nature, and live, real-world format. The NSMQ is a Jeopardy-style annual live quiz competition in which 3 teams of 2 students compete by answering questions across biology, chemistry, physics, and math in 5 rounds over 5 progressive stages until a winning team is crowned for that year. In this position paper, we propose the NSMQ AI Grand Challenge, an AI Grand Challenge for Education using Ghana's National Science and Maths Quiz competition (NSMQ) as a case study. Our proposed grand challenge is to "Build an AI to compete live in Ghana's National Science and Maths Quiz (NSMQ) competition and win - performing better than the best contestants in all rounds and stages of the competition." We describe the competition, and key technical challenges to address along with ideas from recent advances in machine learning that could be leveraged to solve this challenge. This position paper is a first step towards conquering such a challenge and importantly, making advances in AI for education in the African context towards democratizing high-quality education across Africa.

cs.CL↗

arXiv2022

Multimodal Emotion Recognition among Couples from Lab Settings to Daily Life using Smartwatches

Couples generally manage chronic diseases together and the management takes an emotional toll on both patients and their romantic partners. Consequently, recognizing the emotions of each partner in daily life could provide an insight into their emotional well-being in chronic disease management. The emotions of partners are currently inferred in the lab and daily life using self-reports which are not practical for continuous emotion assessment or observer reports which are manual, time-intensive, and costly. Currently, there exists no comprehensive overview of works on emotion recognition among couples. Furthermore, approaches for emotion recognition among couples have (1) focused on English-speaking couples in the U.S., (2) used data collected from the lab, and (3) performed recognition using observer ratings rather than partner's self-reported / subjective emotions. In this body of work contained in this thesis (8 papers - 5 published and 3 currently under review in various journals), we fill the current literature gap on couples' emotion recognition, develop emotion recognition systems using 161 hours of data from a total of 1,051 individuals, and make contributions towards taking couples' emotion recognition from the lab which is the status quo, to daily life. This thesis contributes toward building automated emotion recognition systems that would eventually enable partners to monitor their emotions in daily life and enable the delivery of interventions to improve their emotional well-being.

cs.HC↗

arXiv2022

"Are you okay, honey?": Recognizing Emotions among Couples Managing Diabetes in Daily Life using Multimodal Real-World Smartwatch Data

Couples generally manage chronic diseases together and the management takes an emotional toll on both patients and their romantic partners. Consequently, recognizing the emotions of each partner in daily life could provide an insight into their emotional well-being in chronic disease management. Currently, the process of assessing each partner's emotions is manual, time-intensive, and costly. Despite the existence of works on emotion recognition among couples, none of these works have used data collected from couples' interactions in daily life. In this work, we collected 85 hours (1,021 5-minute samples) of real-world multimodal smartwatch sensor data (speech, heart rate, accelerometer, and gyroscope) and self-reported emotion data (n=612) from 26 partners (13 couples) managing diabetes mellitus type 2 in daily life. We extracted physiological, movement, acoustic, and linguistic features, and trained machine learning models (support vector machine and random forest) to recognize each partner's self-reported emotions (valence and arousal). Our results from the best models (balanced accuracies of 63.8% and 78.1% for arousal and valence respectively) are better than chance and our prior work that also used data from German-speaking, Swiss-based couples, albeit, in the lab. This work contributes toward building automated emotion recognition systems that would eventually enable partners to monitor their emotions in daily life and enable the delivery of interventions to improve their emotional well-being.

cs.HC↗

arXiv2022

Kwame for Science: An AI Teaching Assistant Based on Sentence-BERT for Science Education in West Africa

Africa has a high student-to-teacher ratio which limits students' access to teachers. Consequently, students struggle to get answers to their questions. In this work, we extended Kwame, our previous AI teaching assistant, adapted it for science education, and deployed it as a web app. Kwame for Science answers questions of students based on the Integrated Science subject of the West African Senior Secondary Certificate Examination (WASSCE). Kwame for Science is a Sentence-BERT-based question-answering web app that displays 3 paragraphs as answers along with a confidence score in response to science questions. Additionally, it displays the top 5 related past exam questions and their answers in addition to the 3 paragraphs. Our preliminary evaluation of the Kwame for Science with a 2.5-week real-world deployment showed a top 3 accuracy of 87.5% (n=56) with 190 users across 11 countries. Kwame for Science will enable the delivery of scalable, cost-effective, and quality remote education to millions of people across Africa.

cs.CL↗

arXiv2022

Development, Deployment, and Evaluation of DyMand -- An Open-Source Smartwatch and Smartphone System for Capturing Couples' Dyadic Interactions in Chronic Disease Management in Daily Life

Dyadic interactions of couples are of interest as they provide insight into relationship quality and chronic disease management. Currently, ambulatory assessment of couples' interactions entails collecting data at random or scheduled times which could miss significant couples' interaction/conversation moments. In this work, we developed, deployed and evaluated DyMand, a novel open-source smartwatch and smartphone system for collecting self-report and sensor data from couples based on partners' interaction moments. Our smartwatch-based algorithm uses the Bluetooth signal strength between two smartwatches each worn by one partner, and a voice activity detection machine-learning algorithm to infer that the partners are interacting, and then to trigger data collection. We deployed the DyMand system in a 7-day field study and collected data about social support, emotional well-being, and health behavior from 13 (N=26) Swiss-based heterosexual couples managing diabetes mellitus type 2 of one partner. Our system triggered 99.1% of the expected number of sensor and self-report data when the app was running, and 77.6% of algorithm-triggered recordings contained partners' conversation moments compared to 43.8% for scheduled triggers. The usability evaluation showed that DyMand was easy to use. DyMand can be used by social, clinical, or health psychology researchers to understand the social dynamics of couples in everyday life, and for developing and delivering behavioral interventions for couples who are managing chronic diseases.

cs.HC↗

arXiv2022

Emotion Recognition among Couples: A Survey

Couples' relationships affect the physical health and emotional well-being of partners. Automatically recognizing each partner's emotions could give a better understanding of their individual emotional well-being, enable interventions and provide clinical benefits. In the paper, we summarize and synthesize works that have focused on developing and evaluating systems to automatically recognize the emotions of each partner based on couples' interaction or conversation contexts. We identified 28 articles from IEEE, ACM, Web of Science, and Google Scholar that were published between 2010 and 2021. We detail the datasets, features, algorithms, evaluation, and results of each work as well as present main themes. We also discuss current challenges, research gaps and propose future research directions. In summary, most works have used audio data collected from the lab with annotations done by external experts and used supervised machine learning approaches for binary classification of positive and negative affect. Performance results leave room for improvement with significant research gaps such as no recognition using data from daily life. This survey will enable new researchers to get an overview of this field and eventually enable the development of emotion recognition systems to inform interventions to improve the emotional well-being of couples.

cs.HC↗

arXiv2021

"You made me feel this way": Investigating Partners' Influence in Predicting Emotions in Couples' Conflict Interactions using Speech Data

How romantic partners interact with each other during a conflict influences how they feel at the end of the interaction and is predictive of whether the partners stay together in the long term. Hence understanding the emotions of each partner is important. Yet current approaches that are used include self-reports which are burdensome and hence limit the frequency of this data collection. Automatic emotion prediction could address this challenge. Insights from psychology research indicate that partners' behaviors influence each other's emotions in conflict interaction and hence, the behavior of both partners could be considered to better predict each partner's emotion. However, it is yet to be investigated how doing so compares to only using each partner's own behavior in terms of emotion prediction performance. In this work, we used BERT to extract linguistic features (i.e., what partners said) and openSMILE to extract paralinguistic features (i.e., how they said it) from a data set of 368 German-speaking Swiss couples (N = 736 individuals) who were videotaped during an 8-minutes conflict interaction in the laboratory. Based on those features, we trained machine learning models to predict if partners feel positive or negative after the conflict interaction. Our results show that including the behavior of the other partner improves the prediction performance. Furthermore, for men, considering how their female partners spoke is most important and for women considering what their male partner said is most important in getting better prediction performance. This work is a step towards automatically recognizing each partners' emotion based on the behavior of both, which would enable a better understanding of couples in research, therapy, and the real world.

cs.CL↗

arXiv2021

BERT meets LIWC: Exploring State-of-the-Art Language Models for Predicting Communication Behavior in Couples' Conflict Interactions

Many processes in psychology are complex, such as dyadic interactions between two interacting partners (e.g. patient-therapist, intimate relationship partners). Nevertheless, many basic questions about interactions are difficult to investigate because dyadic processes can be within a person and between partners, they are based on multimodal aspects of behavior and unfold rapidly. Current analyses are mainly based on the behavioral coding method, whereby human coders annotate behavior based on a coding schema. But coding is labor-intensive, expensive, slow, focuses on few modalities. Current approaches in psychology use LIWC for analyzing couples' interactions. However, advances in natural language processing such as BERT could enable the development of systems to potentially automate behavioral coding, which in turn could substantially improve psychological research. In this work, we train machine learning models to automatically predict positive and negative communication behavioral codes of 368 German-speaking Swiss couples during an 8-minute conflict interaction on a fine-grained scale (10-seconds sequences) using linguistic features and paralinguistic features derived with openSMILE. Our results show that both simpler TF-IDF features as well as more complex BERT features performed better than LIWC, and that adding paralinguistic features did not improve the performance. These results suggest it might be time to consider modern alternatives to LIWC, the de facto linguistic features in psychology, for prediction tasks in couples research. This work is a further step towards the automated coding of couples' behavior which could enhance couple research and therapy, and be utilized for other dyadic interactions as well.

cs.CL↗