arXiv subjects

Juan Antonio Pérez-Ortiz

Publications and source records attributed to Juan Antonio Pérez-Ortiz.

13 recordsLinked to original sources

arXiv2026

From Substitution to Scaffolding: Breaking the Self-Reinforcing Harm Cycle of AI in Education (and Beyond)

Artificial intelligence is being adopted in educational settings faster than its consequences are understood. We argue that the central risk is misalignment: AI that eliminates human effort erodes the very capacities education is meant to build. We organize this risk into an integrative framework of four interrelated dimensions -cognition, agency, emotional well-being, and ethics- linked by a self-reinforcing cycle where cognitive offloading reduces effort, weakens agency, and compounds emotional and ethical harm. We ground the framework in the perspective of a small cohort of students: an exploratory analysis of 49 International Baccalaureate argumentative essays about the impact of AI reveals that learners perceive these risks, with $80\%$ of essays reporting that AI reliance reduces thinking. At the same time, the essays articulate a consistent vision of the AI the students want: systems that support rather than replace learning by withholding immediate answers, prompting recall, and encouraging reflection through questions instead of solutions. These desiderata closely align with established principles from the learning sciences. Building on these insights, we propose a single design principle, scaffold, do not substitute. We argue that this principle extends beyond education. It represents a broader challenge for the AI ecosystem: any system that mediates human thinking can either weaken human capabilities through substitution or strengthen them through scaffolding. We conclude by outlining a research agenda for developing AI systems that foster enduring human capacity, an imperative not only for learners but, ultimately, for democratic societies.

cs.HC↗

arXiv2026

AI in Education Beyond Learning Outcomes: Cognition, Agency, Emotion, and Ethics

Artificial intelligence (AI) is rapidly being integrated into educational contexts, promising personalized support and increased efficiency. However, growing evidence suggests that the uncritical adoption of AI may produce unintended harms that extend beyond individual learning outcomes to affect broader societal goals. This paper examines the societal implications of AI in education through an integrative framework with four interrelated dimensions: cognition, agency, emotional well-being, and ethics. Drawing on research from education, cognitive science, psychology, and ethics, we synthesize existing evidence to show how AI-driven cognitive offloading, diminished learner agency, emotional disengagement, and surveillance-oriented practices can mutually reinforce one another. We argue that these dynamics risk undermining critical thinking, intellectual autonomy, emotional resilience, and trust, capacities that are foundational both for effective learning and also for democratic participation and informed civic engagement. Moreover, AI's impact is contingent on design and governance: pedagogically aligned, ethically grounded, and human-centered AI systems can scaffold effortful reasoning, support learner agency, and preserve meaningful social interaction. By integrating fragmented strands of prior research into a unified framework, this paper advances the discourse on responsible AI in education and offers actionable implications for educators, designers, and institutions. Ultimately, the paper contends that the central challenge is not whether AI should be used in education, but how it can be designed and governed to support learning while safeguarding the social and civic purposes of education.

cs.HC↗

arXiv2026

Beyond Holistic Scores: Automatic Trait-Based Quality Scoring of Argumentative Essays

Automated Essay Scoring systems have traditionally focused on holistic scores, limiting their pedagogical usefulness, especially in the case of complex essay genres such as argumentative writing. In educational contexts, teachers and learners require interpretable, trait-level feedback that aligns with instructional goals and established rubrics. In this paper, we study trait-based Automatic Argumentative Essay Scoring using two complementary modeling paradigms designed for realistic educational deployment: (1) structured in-context learning with small open-source LLMs, and (2) a supervised, encoder-based BigBird model with a CORAL-style ordinal regression formulation, optimized for long-sequence understanding. We conduct a systematic evaluation on the ASAP++ dataset, which includes essay scores across five quality traits, offering strong coverage of core argumentation dimensions. LLMs are prompted with designed, rubric-aligned in-context examples, along with feedback and confidence requests, while we explicitly model ordinality in scores with the BigBird model via the rank-consistent CORAL framework. Our results show that explicitly modeling score ordinality substantially improves agreement with human raters across all traits, outperforming LLMs and nominal classification and regression-based baselines. This finding reinforces the importance of aligning model objectives with rubric semantics for educational assessment. At the same time, small open-source LLMs achieve a competitive performance without task-specific fine-tuning, particularly for reasoning-oriented traits, while enabling transparent, privacy-preserving, and locally deployable assessment scenarios. Our findings provide methodological, modeling, and practical insights for the design of AI-based educational systems that aim to deliver interpretable, rubric-aligned feedback for argumentative writing.

cs.CL↗

arXiv2025

Leveraging Small LLMs for Argument Mining in Education: Argument Component Identification, Classification, and Assessment

Argument mining algorithms analyze the argumentative structure of essays, making them a valuable tool for enhancing education by providing targeted feedback on the students' argumentation skills. While current methods often use encoder or encoder-decoder deep learning architectures, decoder-only models remain largely unexplored, offering a promising research direction. This paper proposes leveraging open-source, small Large Language Models (LLMs) for argument mining through few-shot prompting and fine-tuning. These models' small size and open-source nature ensure accessibility, privacy, and computational efficiency, enabling schools and educators to adopt and deploy them locally. Specifically, we perform three tasks: segmentation of student essays into arguments, classification of the arguments by type, and assessment of their quality. We empirically evaluate the models on the Feedback Prize - Predicting Effective Arguments dataset of grade 6-12 students essays and demonstrate how fine-tuned small LLMs outperform baseline methods in segmenting the essays and determining the argument types while few-shot prompting yields comparable performance to that of the baselines in assessing quality. This work highlights the educational potential of small, open-source LLMs to provide real-time, personalized feedback, enhancing independent learning and writing skills while ensuring low computational cost and privacy.

cs.CL↗

arXiv2025

Multi-Hypothesis Distillation of Multilingual Neural Translation Models for Low-Resource Languages

This paper explores sequence-level knowledge distillation (KD) of multilingual pre-trained encoder-decoder translation models. We argue that the teacher model's output distribution holds valuable insights for the student, beyond the approximated mode obtained through beam search (the standard decoding method), and present Multi-Hypothesis Distillation (MHD), a sequence-level KD method that generates multiple translations for each source sentence. This provides a larger representation of the teacher model distribution and exposes the student model to a wider range of target-side prefixes. We leverage $n$-best lists from beam search to guide the student's learning and examine alternative decoding methods to address issues like low variability and the under-representation of infrequent tokens. For low-resource languages, our research shows that while sampling methods may slightly compromise translation quality compared to beam search based approaches, they enhance the generated corpora with greater variability and lexical richness. This ultimately improves student model performance and mitigates the gender bias amplification often associated with KD.

cs.CL↗

arXiv2025

ELLIS Alicante at CQs-Gen 2025: Winning the critical thinking questions shared task: LLM-based question generation and selection

The widespread adoption of chat interfaces based on Large Language Models (LLMs) raises concerns about promoting superficial learning and undermining the development of critical thinking skills. Instead of relying on LLMs purely for retrieving factual information, this work explores their potential to foster deeper reasoning by generating critical questions that challenge unsupported or vague claims in debate interventions. This study is part of a shared task of the 12th Workshop on Argument Mining, co-located with ACL 2025, focused on automatic critical question generation. We propose a two-step framework involving two small-scale open source language models: a Questioner that generates multiple candidate questions and a Judge that selects the most relevant ones. Our system ranked first in the shared task competition, demonstrating the potential of the proposed LLM-based approach to encourage critical engagement with argumentative texts.

cs.CL↗

arXiv2024

Enhancing Critical Thinking in Education by means of a Socratic Chatbot

While large language models (LLMs) are increasingly playing a pivotal role in education by providing instantaneous, adaptive responses, their potential to promote critical thinking remains understudied. In this paper, we fill such a gap and present an innovative educational chatbot designed to foster critical thinking through Socratic questioning. Unlike traditional intelligent tutoring systems, including educational chatbots, that tend to offer direct answers, the proposed Socratic tutor encourages students to explore various perspectives and engage in self-reflection by posing structured, thought-provoking questions. Our Socratic questioning is implemented by fine and prompt-tuning the open-source pretrained LLM with a specialized dataset that stimulates critical thinking and offers multiple viewpoints. In an effort to democratize access and to protect the students' privacy, the proposed tutor is based on small LLMs (Llama2 7B and 13B-parameter models) that are able to run locally on off-the-shelf hardware. We validate our approach in a battery of experiments consisting of interactions between a simulated student and the chatbot to evaluate its effectiveness in enhancing critical thinking skills. Results indicate that the Socratic tutor supports the development of reflection and critical thinking significantly better than standard chatbots. Our approach opens the door for improving educational outcomes by cultivating active learning and encouraging intellectual autonomy.

cs.HC↗

arXiv2024

Curated Datasets and Neural Models for Machine Translation of Informal Registers between Mayan and Spanish Vernaculars

The Mayan languages comprise a language family with an ancient history, millions of speakers, and immense cultural value, that, nevertheless, remains severely underrepresented in terms of resources and global exposure. In this paper we develop, curate, and publicly release a set of corpora in several Mayan languages spoken in Guatemala and Southern Mexico, which we call MayanV. The datasets are parallel with Spanish, the dominant language of the region, and are taken from official native sources focused on representing informal, day-to-day, and non-domain-specific language. As such, and according to our dialectometric analysis, they differ in register from most other available resources. Additionally, we present neural machine translation models, trained on as many resources and Mayan languages as possible, and evaluated exclusively on our datasets. We observe lexical divergences between the dialects of Spanish in our resources and the more widespread written standard of Spanish, and that resources other than the ones we present do not seem to improve translation performance, indicating that many such resources may not accurately capture common, real-life language usage. The MayanV dataset is available at https://github.com/transducens/mayanv.

cs.CL↗

arXiv2024

Non-Fluent Synthetic Target-Language Data Improve Neural Machine Translation

When the amount of parallel sentences available to train a neural machine translation is scarce, a common practice is to generate new synthetic training samples from them. A number of approaches have been proposed to produce synthetic parallel sentences that are similar to those in the parallel data available. These approaches work under the assumption that non-fluent target-side synthetic training samples can be harmful and may deteriorate translation performance. Even so, in this paper we demonstrate that synthetic training samples with non-fluent target sentences can improve translation performance if they are used in a multilingual machine translation framework as if they were sentences in another language. We conducted experiments on ten low-resource and four high-resource translation tasks and found out that this simple approach consistently improves translation performance as compared to state-of-the-art methods for generating synthetic training samples similar to those found in corpora. Furthermore, this improvement is independent of the size of the original training corpus, the resulting systems are much more robust against domain shift and produce less hallucinations.

cs.CL↗

arXiv2024

Understanding the effects of word-level linguistic annotations in under-resourced neural machine translation

This paper studies the effects of word-level linguistic annotations in under-resourced neural machine translation, for which there is incomplete evidence in the literature. The study covers eight language pairs, different training corpus sizes, two architectures, and three types of annotation: dummy tags (with no linguistic information at all), part-of-speech tags, and morpho-syntactic description tags, which consist of part of speech and morphological features. These linguistic annotations are interleaved in the input or output streams as a single tag placed before each word. In order to measure the performance under each scenario, we use automatic evaluation metrics and perform automatic error classification. Our experiments show that, in general, source-language annotations are helpful and morpho-syntactic descriptions outperform part of speech for some language pairs. On the contrary, when words are annotated in the target language, part-of-speech tags systematically outperform morpho-syntactic description tags in terms of automatic evaluation metrics, even though the use of morpho-syntactic description tags improves the grammaticality of the output. We provide a detailed analysis of the reasons behind this result.

cs.CL↗

arXiv2024

Cross-lingual neural fuzzy matching for exploiting target-language monolingual corpora in computer-aided translation

Computer-aided translation (CAT) tools based on translation memories (MT) play a prominent role in the translation workflow of professional translators. However, the reduced availability of in-domain TMs, as compared to in-domain monolingual corpora, limits its adoption for a number of translation tasks. In this paper, we introduce a novel neural approach aimed at overcoming this limitation by exploiting not only TMs, but also in-domain target-language (TL) monolingual corpora, and still enabling a similar functionality to that offered by conventional TM-based CAT tools. Our approach relies on cross-lingual sentence embeddings to retrieve translation proposals from TL monolingual corpora, and on a neural model to estimate their post-editing effort. The paper presents an automatic evaluation of these techniques on four language pairs that shows that our approach can successfully exploit monolingual texts in a TM-based CAT environment, increasing the amount of useful translation proposals, and that our neural model for estimating the post-editing effort enables the combination of translation proposals obtained from monolingual corpora and from TMs in the usual way. A human evaluation performed on a single language pair confirms the results of the automatic evaluation and seems to indicate that the translation proposals retrieved with our approach are more useful than what the automatic evaluation shows.

cs.CL↗

arXiv2021

Rethinking Data Augmentation for Low-Resource Neural Machine Translation: A Multi-Task Learning Approach

In the context of neural machine translation, data augmentation (DA) techniques may be used for generating additional training samples when the available parallel data are scarce. Many DA approaches aim at expanding the support of the empirical data distribution by generating new sentence pairs that contain infrequent words, thus making it closer to the true data distribution of parallel sentences. In this paper, we propose to follow a completely different approach and present a multi-task DA approach in which we generate new sentence pairs with transformations, such as reversing the order of the target sentence, which produce unfluent target sentences. During training, these augmented sentences are used as auxiliary tasks in a multi-task framework with the aim of providing new contexts where the target prefix is not informative enough to predict the next word. This strengthens the encoder and forces the decoder to pay more attention to the source representations of the encoder. Experiments carried out on six low-resource translation tasks show consistent improvements over the baseline and over DA methods aiming at extending the support of the empirical data distribution. The systems trained with our approach rely more on the source tokens, are more robust against domain shift and suffer less hallucinations.

cs.CL↗

arXiv2020

Learning synchronous context-free grammars with multiple specialised non-terminals for hierarchical phrase-based translation

Translation models based on hierarchical phrase-based statistical machine translation (HSMT) have shown better performances than the non-hierarchical phrase-based counterparts for some language pairs. The standard approach to HSMT learns and apply a synchronous context-free grammar with a single non-terminal. The hypothesis behind the grammar refinement algorithm presented in this work is that this single non-terminal is overloaded, and insufficiently discriminative, and therefore, an adequate split of it into more specialised symbols could lead to improved models. This paper presents a method to learn synchronous context-free grammars with a huge number of initial non-terminals, which are then grouped via a clustering algorithm. Our experiments show that the resulting smaller set of non-terminals correctly capture the contextual information that makes it possible to statistically significantly improve the BLEU score of the standard HSMT approach.

cs.CL↗