arXiv subjects

Marina Delianidi

Publications and source records attributed to Marina Delianidi.

7 recordsLinked to original sources

arXiv2026

Earthquaker-AI: A Retrieval-Augmented Generation Framework with Rubric-Based Assessment for Primary School Earthquake Education

This paper presents Earthquaker-AI, a hybrid educational framework building upon a previously implemented educational robotics project by integrating a conversational AI assistant based on Retrieval-Augmented Generation. It aims to enhance earthquake preparedness and conscious action among primary-school students. The system extends the award-winning STEM project Earthquaker moving from mechanical simulation with Lego WeDo2 to cognitive and metacognitive processing. The robotics component uses Lego WeDo2 automation to simulate seismic response, letting students interact with sensors and actuators as tangible representations of protective actions. The assistant operates as a guided learning mechanism aligning student responses with safety guidelines, while providing rubric-based verbal feedback that supports self-regulated learning and calmness under emergency conditions. Earthquaker-AI follows a progressive learning trajectory aligned with cognitive development. In early grades, the focus is on basic recognition of safety actions through multiple-choice questions, assessed via a two-dimensional rubric. In middle grades, students identify correct action sequences through multiple-choice questions, evaluated via a three-axis rubric. In upper grades, the approach shifts to verbal production, requiring short written responses assessed via a four-dimensional rubric that includes clarity of expression. The dialogic module uses RAG to match student queries semantically with official guidelines, generating safe, accurate responses. Experimental evaluation shows high groundedness and accuracy, with a low hallucination rate. Overall, Earthquaker-AI combines hands-on engagement, information processing, and reflective practice. Combining robotics, rubrics, and AI promotes technological literacy, self-regulation, and responsible use of digital systems, contributing to early crisis-management skills.

cs.AI↗

arXiv2026

Beyond the Chatbot: Co-Learning and Co-Teaching through a Dual-Persona Generative-AI Assistant

In this paper we present a generative AI application developed to support both teachers and students in secondary education. The system employs two Large Language Models-LLMs, Gemini and DeepSeek, and a Small Language Model-SLM, Gemma, integrated within a Retrieval Augmented Generation - RAG framework, creating a pedagogically grounded, Greek-language assistant capable of adapting its reasoning and communication style to the user role. Unlike conventional chatbots, the assistant introduces pedagogical persona switching, a dual-role mechanism that enables the same AI model to act as both a teaching companion and a learning guide. Utilizing a RAG paradigm tailored to the Greek educational domain, the architecture segments official textbooks into coherent units. Enriched with specific metadata, these units preserve curricular structure and instructional context, demonstrating how generative AI optimizes modern instructional design. The initial case study focuses on home economics in Greek lower secondary education, a cross-disciplinary subject that integrates elements of economics, health education, and social responsibility. The assistant has been developed to support both learners and educators in complementary ways. In future classroom implementations, students will be able to use it to clarify key concepts such as financial literacy, resource management, and healthy living, while teachers could employ it to design authentic instructional materials, formative assessments, and classroom activities aligned with the official curriculum. The study elevates the concept beyond a simple chatbot, proposing a structured, contextually adaptive framework for pedagogical generative assistants that effectively bridge technology, curriculum, and human learning.

cs.HC↗

arXiv2025

From Textbook to Talkbot: A Case Study of a Greek-Language RAG-Based Chatbot in Higher Education

The integration of AI chatbots into educational settings has opened new pathways for transforming teaching and learning, offering enhanced support to both educators and learners. This study investigates the design and application of an AI chatbot as an educational tool in higher education. Designed to operate in the Greek language, the chatbot addresses linguistic challenges unique to Greek while delivering accurate, context grounded support aligned with the curriculum. The AI chatbot is built on the Retrieval Augmented Generation (RAG) framework by grounding its responses in specific course content. RAG architecture significantly enhances the chatbots reliability by providing accurate, context-aware responses while mitigating common challenges associated with large language models (LLMs), such as hallucinations and misinformation. The AI chatbot serves a dual purpose: it enables students to access accurate, ondemand academic support and assists educators in the rapid creation of relevant educational materials. This dual functionality promotes learner autonomy and streamlines the instructional design process. The study aims to evaluate the effectiveness, reliability, and perceived usability of RAG based chatbots in higher education, exploring their potential to enhance educational practices and outcomes as well as supporting the broader adoption of AI technologies in language specific educational contexts. Findings from this research are expected to contribute to the emerging field of AI driven education by demonstrating how intelligent systems can be effectively aligned with pedagogical goals.

cs.CY↗

arXiv2025

Enhancing Job Matching: Occupation, Skill and Qualification Linking with the ESCO and EQF taxonomies

This study investigates the potential of language models to improve the classification of labor market information by linking job vacancy texts to two major European frameworks: the European Skills, Competences, Qualifications and Occupations (ESCO) taxonomy and the European Qualifications Framework (EQF). We examine and compare two prominent methodologies from the literature: Sentence Linking and Entity Linking. In support of ongoing research, we release an open-source tool, incorporating these two methodologies, designed to facilitate further work on labor classification and employment discourse. To move beyond surface-level skill extraction, we introduce two annotated datasets specifically aimed at evaluating how occupations and qualifications are represented within job vacancy texts. Additionally, we examine different ways to utilize generative large language models for this task. Our findings contribute to advancing the state of the art in job entity extraction and offer computational infrastructure for examining work, skills, and labor market narratives in a digitally mediated economy. Our code is made publicly available: https://github.com/tabiya-tech/tabiya-livelihoods-classifier

cs.CL↗

arXiv2024

DK-PRACTICE: An Intelligent Educational Platform for Personalized Learning Content Recommendations Based on Students Knowledge State

This study introduces DK-PRACTICE (Dynamic Knowledge Prediction and Educational Content Recommendation System), an intelligent online platform that leverages machine learning to provide personalized learning recommendations based on student knowledge state. Students participate in a short, adaptive assessment using the question-and-answer method regarding key concepts in a specific knowledge domain. The system dynamically selects the next question for each student based on the correctness and accuracy of their previous answers. After the test is completed, DK-PRACTICE analyzes students' interaction history to recommend learning materials to empower the student's knowledge state in identified knowledge gaps. Both question selection and learning material recommendations are based on machine learning models trained using anonymized data from a real learning environment. To provide self-assessment and monitor learning progress, DK-PRACTICE allows students to take two tests: one pre-teaching and one post-teaching. After each test, a report is generated with detailed results. In addition, the platform offers functions to visualize learning progress based on recorded test statistics. DK-PRACTICE promotes adaptive and personalized learning by empowering students with self-assessment capabilities and providing instructors with valuable information about students' knowledge levels. DK-PRACTICE can be extended to various educational environments and knowledge domains, provided the necessary data is available according to the educational topics. A subsequent paper will present the methodology for the experimental application and evaluation of the platform.

cs.CY↗

arXiv2021

A Graph-based Method for Session-based Recommendations

We present a graph-based approach for the data management tasks and the efficient operation of a system for session-based next-item recommendations. The proposed method can collect data continuously and incrementally from an ecommerce web site, thus seemingly prepare the necessary data infrastructure for the recommendation algorithm to operate without any excessive training phase. Our work aims at developing a recommender method that represents a balance between data processing and management efficiency requirements and the effectiveness of the recommendations produced. We use the Neo4j graph database to implement a prototype of such a system. Furthermore, we use an industry dataset corresponding to a typical e-commerce session-based scenario, and we report on experiments using our graph-based approach and other state-of-the-art machine learning and deep learning methods.

cs.IR↗

arXiv2021

Student Performance Prediction Using Dynamic Neural Models

We address the problem of predicting the correctness of the student's response on the next exam question based on their previous interactions in the course of their learning and evaluation process. We model the student performance as a dynamic problem and compare the two major classes of dynamic neural architectures for its solution, namely the finite-memory Time Delay Neural Networks (TDNN) and the potentially infinite-memory Recurrent Neural Networks (RNN). Since the next response is a function of the knowledge state of the student and this, in turn, is a function of their previous responses and the skills associated with the previous questions, we propose a two-part network architecture. The first part employs a dynamic neural network (either TDNN or RNN) to trace the student knowledge state. The second part applies on top of the dynamic part and it is a multi-layer feed-forward network which completes the classification task of predicting the student response based on our estimate of the student knowledge state. Both input skills and previous responses are encoded using different embeddings. Regarding the skill embeddings we tried two different initialization schemes using (a) random vectors and (b) pretrained vectors matching the textual descriptions of the skills. Our experiments show that the performance of the RNN approach is better compared to the TDNN approach in all datasets that we have used. Also, we show that our RNN architecture outperforms the state-of-the-art models in four out of five datasets. It is worth noting that the TDNN approach also outperforms the state of the art models in four out of five datasets, although it is slightly worse than our proposed RNN approach. Finally, contrary to our expectations, we find that the initialization of skill embeddings using pretrained vectors offers practically no advantage over random initialization.

cs.LG↗