arXiv subjects

Mohammad Fahim Abrar

Publications and source records attributed to Mohammad Fahim Abrar.

9 recordsLinked to original sources

arXiv2026

Reading the Eyes in VR: Multimodal Modeling of Social Intelligence

Social intelligence, the ability to interpret others' emotions, beliefs, and intentions, is often assessed with the Reading the Mind in the Eyes Test (RMET), in which participants infer mental states from images of the eye region. Yet RMET is typically presented on paper or desktop displays, where viewing geometry can vary across participants, and it rarely includes immediate feedback. We investigated whether presentation medium and brief trial-level feedback influence RMET behavior. We implemented RMET in Unity for both desktop and Virtual Reality (VR), using VR to hold stimulus distance and field of view constant without changing the items. We conducted a 2x2 mixed study with 20 participants, with device (VR vs. desktop) manipulated between subjects and feedback (immediate correctness cue vs. none) manipulated within subjects. Eye-tracking and EEG data were recorded and synchronized with behavioral logs. We analyzed fixation-based gaze measures, EEG signals, response time, accuracy, and subjective measures. Immediate feedback was associated with longer fixation durations and higher EEG-based engagement, while no significant differences were observed in task completion time or total correct answers. Presentation medium did not produce reliable differences in the objective measures, but VR received higher usability ratings and was also rated as more effortful. These results provide initial evidence that RMET can be studied as a process-aware assessment task in controlled VR and desktop settings.

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arXiv2026

Indirect and Direct AI Scaffolding for Computational Problem Posing: A Pilot Experience Report

Problem posing is a valuable learning activity in computing education, encouraging learners to actively construct, refine, and reflect on problems rather than simply solving them. This experience report presents the design and pilot deployment of two LLM-powered scaffolding systems for supporting problem posing across two computational scenarios with different levels of task openness. Both systems assessed student-generated problems using Bloom's Taxonomy-based criteria and applied the same assessment framework, differing only in output modality: one provided guiding questions (Indirect scaffolding), while the other offered worked examples (Direct scaffolding). We conducted a within-subjects, counterbalanced pilot study with 20 graduate students and collected problem-quality ratings, user-experience surveys, and post-session interviews. Our deployment showed that both systems supported problem refinement in complementary ways, each offering distinct benefits. Direct scaffolding produced greater immediate improvements, while interviews showed that participants valued Indirect scaffolding for promoting deeper reflection on their own problem design. Based on these findings, we suggest sequencing the two modalities by beginning with Indirect scaffolding to promote reflection, then shifting to Direct scaffolding when learners become stuck. These lessons offer an initial practical strategy for integrating LLM-based scaffolding into computing classrooms.

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arXiv2026

When LLM Tutoring Responses Work: Evidence from Student Programming Conversations

As students increasingly use LLM tutors in computer science education, one question becomes especially important: what kind of response helps a student continue productively? Prior work has studied how students use LLMs in computer science education, but less is known about how tutoring response styles are associated with student follow-up across programming help-seeking contexts. This paper analyzes StudyChat (UMass, 2026), a public dataset of student and ChatGPT tutoring conversations from an artificial intelligence course. We transformed StudyChat into 16,851 assistant-response interactions from 203 students and 2,214 conversations. Using local LLM-assisted annotation with Gemma 4, we labeled student help-seeking situations, student state, assistant response style, and student next-turn outcome. Human validation showed 82\% agreement with the LLM-assisted labels (Cohen's $κ=.74$). We analyzed productive continuation and unresolved continuation across the full dataset and across help-seeking contexts. Globally, response style was significantly associated with productive continuation, $χ^2(7)=100.39$, $p<.001$, $V=.078$, and unresolved continuation, $χ^2(7)=125.77$, $p<.001$, $V=.087$, though effect sizes were small. Verification feedback had the highest productive-continuation rate (82.4\%), while direct answers had the lowest (62.7\%). Descriptively, response-style score ranges were smallest in low-confusion conceptual contexts (.017) and largest in high-cognitive-load contexts (.203). More detailed comparisons showed situation-dependent response patterns. For example, stepwise guidance was followed by greater confusion decrease in high-cognitive-load code requests, while direct answers were followed by more unresolved continuation in high-load debugging. These findings support context-aware evaluation and design of AI tutoring responses for programming education.

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arXiv2026

Neurophysiological Insights into Multimedia-based Education: A PRISMA-ScR Review of fNIRS in Game-Integrated Learning Systems

Game-integrated learning systems (GILS) are a growing form of multimedia education. Brain-based evidence can help researchers and designers understand how GILS design choices shape how learners think and process information. This scoping review follows PRISMA-ScR and synthesizes 20 empirical studies (2014-2025) in which functional near-infrared spectroscopy (fNIRS) measured brain activity during GILS use. This corpus shows that fNIRS can capture brain responses across GILS platforms and game elements, and points to how neurophysiological evidence can inform multimedia design decisions, such as that different platforms activate different brain regions, that adaptive difficulty reduces cognitive load and improves performance simultaneously, and that collaborative gameplay predicts knowledge retention. The 20 studies in this corpus reflect a field with substantial room to grow. Causal links between brain activation and learning outcomes would give designers more reliable evidence for platform decisions. As fNIRS and multimedia devices improve, standardized methods, classroom settings, and real-time neural adaptation represent directions where future work can translate these findings into practical multimedia learning systems.

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arXiv2026

How YouTube Frames ChatGPT Use in Education: An Epistemic Network Analysis with Supporting Multimodal Metadata

We examine educational YouTube videos through multimodal metadata, such as transcripts, titles, thumbnails, and viewer comments, to investigate how ChatGPT is framed across creator groups and how those framings relate to audience response and platform reach. Little is known about how large language models are presented to learners in informal, creator-driven public discourse. Following PRISMA, we selected 52 videos for analysis. We identified three structurally distinct discourse groups: (G1) videos that positioned ChatGPT as a conceptual scaffold for thinking, (G2) videos oriented toward retrieval practice and skill-building, and (G3) videos that framed ChatGPT as a tool for output generation. Epistemic Network Analysis revealed statistically significant group differences with large effect sizes. Multimodal metadata consistently reflected these distinctions across transcript discourse, titles, and thumbnails. Viewers of learning-oriented content described ChatGPT as a thinking partner or tutor, whereas viewers of output-oriented content raised concerns about over-reliance, surface-level learning, and cognitive offloading. G3 achieved comparable platform reach to G2, yet with substantially weaker learning-oriented framing. This may suggest that output-oriented content competes for visibility despite lower pedagogical depth. These findings reveal a structural tension in self-directed AI learning: content that prioritizes quick outputs reaches far more learners than content that promotes deep engagement. This gap raises critical questions about whose vision of AI literacy scales and what learners are actually left with.

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arXiv2026

Micro-level AI Feedback Features and Student Responses in Consecutive LLM Tutoring Interactions

AI-assisted feedback research has shown that micro-level feedback features, such as concrete elaboration, affective language, and response length, are associated with learning outcomes. Existing studies have primarily examined these features using session- or task-level measures. We examine how feedback provided in one user-AI interaction is associated with student confusion and understanding in the immediately following interaction in a naturalistic tutoring setting. We focus on three micro-level features of AI feedback: concrete elaboration (analogies, comparison-based explanations, or worked examples), affective language (encouragement, empathy, or apology), and response length. We analyzed 16,851 conversational user-AI interactions from the StudyChat dataset, a naturalistic record of student interactions with an LLM tutor in an undergraduate AI course, and identified 1,718 cases in which students expressed confusion and continued to a subsequent interaction. Using chi-square tests and Generalized Estimating Equations (GEE), we found that concrete elaboration was associated with higher understanding and lower re-confusion in the student's next interaction. Empathetic language showed no significant association with either outcome, while longer responses were independently associated with lower understanding. These findings highlight the value of examining feedback across consecutive user-AI interactions and suggest that concrete elaboration may play an important role in supporting immediate student understanding.

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arXiv2026

Beyond Cognitive Load: AI-Based Estimation of Cognitive Effort Using Brain Signals During Digital Tasks

Cognitive effort, defined as the relationship between cognitive load and task performance, provides insight into how individuals allocate mental resources during demanding tasks. This construct is particularly important in high-stakes public health and clinical training, where excessive cognitive load is associated with medical errors and burnout. This study investigates whether cognitive effort varies across task segments and whether it can be estimated at the individual level using brain signal data and machine learning. Functional near-infrared spectroscopy (fNIRS) data were collected from 16 participants performing a structured digital cognitive task consisting of four sequential segments separated by short and long rest intervals. Cognitive effort was operationalized using relative neural efficiency and relative neural involvement, integrating prefrontal hemodynamic activity with task performance. The analysis followed a two-stage approach. First, segment-level group analysis tested whether cognitive effort differed across task segments, assessing whether the task structure induced meaningful variation in cognitive demand. Second, participant-independent machine learning models were used to predict task performance from brain signal features. These predicted scores were then combined with neural measures to estimate individual-level cognitive effort. Results showed significant differences in cognitive effort across the four task segments, indicating that variations in task structure influence collective cognitive efficiency. In addition, machine learning models successfully predicted performance from fNIRS data. Cognitive effort derived from predicted scores closely matched that based on actual performance, suggesting that the proposed metric primarily reflects brain signal patterns.

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arXiv2026

Feedback Effects on Cognitive Dynamics: Network-Based Insights from EEG Patterns and Behavioral Performance

This study examines the impact of feedback on Electroencephalography (EEG) activity and performance during the Reading the Mind in the Eyes Test. In a within-subject design, eleven participants completed the test under Feedback and No-Feedback conditions. Using the principles of Epistemic Network Analysis (ENA) and Ordered Network Analysis (ONA), we extend these network-based models to explore the link between neural dynamics and task outcomes. ENA results showed that feedback is associated with stronger connections between higher frequency EEG bands (Beta and Gamma) and correct responses, while the absence of feedback activated lower frequency bands (Theta and Alpha). ONA further disclosed directional shifts toward higher frequency activity preceding correct answers in the Feedback condition, whereas the No-Feedback condition showed more self-connections in lower bands and a higher occurrence of wrong answers, suggesting less effective reasoning strategies without feedback. Both ENA and ONA revealed statistically significant differences between conditions (p = 0.01, Cohen's d > 2). This study highlights the methodological benefits of integrating EEG with ENA and ONA for network analysis, capturing both temporal and relational dynamics, as well as the practical insight that feedback can foster more effective reasoning processes and improve task performance.

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arXiv2024

A Machine Learning Approach for Predicting Upper Limb Motion Intentions with Multimodal Data in Virtual Reality

Over the last decade, there has been significant progress in the field of interactive virtual rehabilitation. Physical therapy (PT) stands as a highly effective approach for enhancing physical impairments. However, patient motivation and progress tracking in rehabilitation outcomes remain a challenge. This work addresses the gap through a machine learning-based approach to objectively measure outcomes of the upper limb virtual therapy system in a user study with non-clinical participants. In this study, we use virtual reality to perform several tracing tasks while collecting motion and movement data using a KinArm robot and a custom-made wearable sleeve sensor. We introduce a two-step machine learning architecture to predict the motion intention of participants. The first step predicts reaching task segments to which the participant-marked points belonged using gaze, while the second step employs a Long Short-Term Memory (LSTM) model to predict directional movements based on resistance change values from the wearable sensor and the KinArm. We specifically propose to transpose our raw resistance data to the time-domain which significantly improves the accuracy of the models by 34.6%. To evaluate the effectiveness of our model, we compared different classification techniques with various data configurations. The results show that our proposed computational method is exceptional at predicting participant's actions with accuracy values of 96.72% for diamond reaching task, and 97.44% for circle reaching task, which demonstrates the great promise of using multimodal data, including eye-tracking and resistance change, to objectively measure the performance and intention in virtual rehabilitation settings.

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