arXiv subjects

Narges Norouzi

Publications and source records attributed to Narges Norouzi.

At least 19 recordsLinked to original sources

arXiv2026

ParaStudent: Closing the Sim2Real Gap in User Simulators for AI Tutor Evaluation

Evaluating Artificial Intelligence (AI) tutor feedback before deployment requires anticipating student engagement, typically assessed through real interaction data. We introduce ParaStudent, a fine-tuning framework for simulating novice programming revisions to support AI tutor evaluation. Compared with prompted baselines, ParaStudent's revisions more closely match real student code distributions across functional, stylistic, and semantic metrics. Our best variant achieves AUCs of 0.80 for both feedback relevance and successful uptake when distinguishing streams with real engagement above versus at or below the median, while prompted baselines remain near chance on successful uptake. These findings demonstrate the promise of simulated engagement for pre-deployment feedback triage.

cs.CY↗

arXiv2026

INSIDE the Student's Mind: Jointly Modeling Latent Reasoning and Action in LLM Student Simulators

Large Language Model (LLM)-based simulators often reproduce observable actions but fail to capture the underlying reasoning behind them. In education, where student simulation is increasingly used for various applications such as evaluating tutoring systems, this gap is especially pronounced. Two students may submit identical submissions for entirely different reasons. We present INTERNAL STUDENT DIALOGUE (INSIDE), a student modeling framework that fine-tunes LLMs not only to act like students but also to think like them. INSIDE generates internal dialogue grounded in Bloom's Taxonomy across cognitive, affective, and action dimensions, and fine-tunes models on paired think traces and actions. We baseline against different prompting frameworks and evaluate on two axes: fidelity of simulated actions and quality of generated internal dialogue. Our evaluations show that INSIDE improves simulation fidelity in both action fidelity, matching code generation of real students, and reasoning alignment, achieving the highest alignment across models up to 57.9%.

cs.AI↗

arXiv2026

Controllable Generation of Diverse Dermatological Imagery for Fair and Efficient Malignancy Classification

Accurate dermatological diagnosis naturally necessitates equitable performance across diverse populations, yet a systematic lack of expertly annotated images, especially for underrepresented skin tones and rare diseases, impedes progress toward measurably fair methods. We introduce cgDDI (Controllable Generation of Diverse Dermatological Imagery), a hybrid framework that (1) synthesizes realistic healthy skin samples without disturbing other input properties, (2) maps single-sample rare lesions onto novel skin-tones and locations non-parametrically, and (3) allows for efficient parametric generation with as few as 10 training samples. The framework supports both human and automated segmentation masking, enabling scalability to datasets without pre-made lesion masks. We grow a 656-image dataset by more than 400x and validate across two datasets: biopsy-confirmed Diverse Dermatology Images (DDI) and expert-verified Fitzpatrick17k (F17k). On the DDI benchmark, we achieve malignancy classification accuracy of 86.4% under synthetic-only training and 90.9% state-of-the-art performance with real data fine-tuning, alongside leading fairness metrics. Cross-dataset experiments show +13.9% accuracy improvements on unseen F17k data despite minimal disease overlap. We openly release 266k+ synthetic images, code, and generative models to further support fairness research at https://github.com/hectorcarrion/ControllableGenDDI.

cs.CV↗

arXiv2026

DermDepth: Toward Monocular Metric Scale 3D Reconstruction Models for Dermatology

Dermatological practice routinely involves measuring and tracking lesion size, morphology and texture, as critical components of wound or skin cancer screening, monitoring and diagnosis. To accomplish this task, practitioners often image the skin surface with commonly available off-the-shelf camera sensors. This has led to an overwhelming research focus on 2D methods while these objectives naturally benefit from 3D information. In this paper, we demonstrate that dense monocular 3D reconstructions, metric scale measurements and rich surface normal texture estimates are achievable for both dermoscopic and macroscopic cases without the need for additional hardware or multiple captures. We present DermDepth, the first single-view metric scale 3D model for the dermatological domain and D-Synth, the first synthetic dermoscopic dataset with pixel-perfect 3D information. Our experiments show training DermDepth on D-Synth corrects metric scale error from over 16x to under 1.1x for real dermoscopic data, while preserving geometric quality and increasing texture richness. Fine-tuning on a small amount of real clinical samples generalizes our method across three real-world benchmarks spanning the few mm to hundred cm range, diverse skin-tones, chronic wound cases and produces measurements broadly consistent with disease size reported in medical literature. All code, data and models are available at https://github.com/hectorcarrion/dermdepth.

cs.CV↗

arXiv2026

Analyzing the Difficulty of Programming Assignments with Interpretable Knowledge Component Metrics

This research paper examines how Knowledge Components (KCs) - fine-grained concepts or skills required to solve programming tasks - can be used as interpretable signals for understanding assignment difficulty and student struggle in introductory programming courses. While prior work has focused on predictive models based on programming behavior, such models are often difficult to interpret and therefore hard to use for instructional decisions. We analyze KC-based metrics, including the number of KCs per assignment and changes in KC coverage between consecutive assignments. We examine correlations between the number of KCs and student performance on the assignment, and analyze changes in KCs across assignments to identify cases where performance declines without new concepts being introduced. Selected assignments are then qualitatively inspected to understand potential design issues. Our results on data from three introductory programming course datasets show that assignments involving more KCs are generally associated with lower performance, and that sudden shifts in required KCs can coincide with disruptions in learning progression. We also identify assignments where performance declines even though no new KCs are introduced, suggesting potential issues in task design or instruction, which could be examined with qualitative analysis. We propose an interpretable framework for analyzing programming assignments using KC-based metrics, with practical implications for instructors and course designers who want to better understand where and why students struggle, and how course materials might be improved. Our method can use KCs defined by an expert or extracted by an LLM, offering instructors an additional way to assess assignment quality beyond average correctness. It can be applied to any course with ordered assignments and measurable performance.

cs.CY↗

arXiv2026

Are Large Reasoning Models Interruptible?

Real-world applications of Large Reasoning Models (LRMs) often require reasoning about changing prompts or environments. In this work, we challenge the frozen world assumption and evaluate LRM robustness under two realistic dynamic scenarios: interruptions, which test the accuracy of model responses under budget-constrained outputs, and dynamic context, which tests model adaptation to in-flight changes. Across mathematics and programming benchmarks that require long-form reasoning, static evaluations consistently overestimate robustness: even state-of-the-art LRMs, which achieve high accuracy in static settings, can fail unpredictably when interrupted or exposed to changing context, with performance dropping by up to 60% when updates are introduced late in the reasoning process. Our analysis further reveals several novel failure modes, including reasoning leakage, where models fold the reasoning into their final answer when interrupted; panic, where under time pressure models abandon reasoning entirely and return incorrect answers; and self-doubt, where performance degrades when trying to incorporate updated information. Project Page: http://dynamic-lm.github.io/

cs.CL↗

arXiv2026

Recon: Reconstruction-Guided Reasoning Synthesis for User Modeling

User modeling aims to use language models (LMs) to mimic an individual's behavior from a corpus of past context-action pairs (e.g., conversation turns), enabling the simulation of users in settings like behavioral science, human-AI collaboration, and market research. Recent approaches augment these corpora with synthesized reasoning traces, typically generated by conditioning on both context and action. However, such conditioning constitutes post-hoc rationalization rather than reasoning: the trace is guaranteed to justify the action, but may not encode the underlying latent causal decision paths. We propose Recon, which uses action reconstruction to score reasoning traces by their predictive power: given a context and candidate reasoning, a reconstruction model predicts the action, and reconstruction fidelity determines reasoning quality. Across four domains, Recon achieves a 54.7% win rate over Backward Synthesis, a standard post-hoc rationalization baseline. Further, we find that training a reasoning synthesis model with rewards derived from Recon improves downstream user modeling performance, achieving a win rate of up to 70.0% over baselines. We further show that Recon-synthesized reasoning transfers across models, and improves user modeling beyond the reconstruction model. Our work demonstrates that post-hoc rationalization is insufficient for reasoning synthesis, and that useful and interpretable reasoning should naturally elicit the action from the context.

cs.CL↗

arXiv2026

The Effects of Structured LLM-Generated Feedback on Programming Assignment Performance

When programming students encounter errors in their code, compiler messages or static analysis output often provide limited guidance, particularly for novice programmers. Personalized feedback from instructors can be effective but does not scale well. Recent advances in large language models (LLMs) enable automated feedback generation at scale. This study examines whether LLM-generated feedback with different levels of guidance is associated with differences in students' problem-solving behavior. We analyze effects on time to solution and number of attempts, and examine whether these effects differ by programming experience. We design three feedback types and compare them to a baseline in which students receive only compiler error messages. Results from an online programming course show that LLM-generated feedback is associated with faster time to solution compared to the no-feedback baseline, with less guided feedback showing slightly stronger effects. Overall, the findings suggest that feedback structure plays an important role in how students progress toward correct solutions and motivate further work on adaptive feedback designs and longer-term learning outcomes.

cs.HC↗

arXiv2026

Retrieval-Augmented Tutoring for Algorithm Tracing and Problem-Solving in AI Education

Students learning algorithms often need support as they interpret traces, debug reasoning errors, and apply procedures across unfamiliar problem instances. In this paper, we present KITE (Knowledge-Informed Tutoring Engine), a Retrieval-Augmented Generation (RAG)-based intelligent tutoring system designed to serve as a classroom teaching assistant for algorithmic reasoning and problem-solving tasks. KITE uses an intent-aware Socratic response strategy to tailor support to different student needs, responding with targeted hints, guiding questions, and progressive scaffolding intended to strengthen students' algorithmic problem-solving ability. To keep responses aligned with course content, KITE uses a multimodal RAG pipeline that retrieves relevant information from course materials. We evaluate KITE using three forms of assessment: RAGAs-based metrics for response grounding and quality, expert evaluation of pedagogical quality, and a simulated student pipeline in which a weaker language model interacts with KITE across two-turn dialogues and produces revised answers after receiving feedback. Results indicate that KITE produces contextually grounded and pedagogically appropriate responses. Further, using simulated students, KITE's feedback helped the student models produce more accurate follow-up responses on procedural and tracing questions, suggesting that its scaffolding can support algorithmic problem-solving. This work contributes a tutoring architecture and an evaluation approach for assessing retrieval-grounded explanations and scaffolded problem-solving feedback.

cs.AI↗

arXiv2026

An Explainable AI Assistant for Introductory Programming Education: Improving Feedback Reliability with Instructor-AI Collaboration

Active learning is widely recognized as an effective approach for improving learning outcomes in introductory programming courses. However, insufficient instructional support often limits students' access to timely, personalized feedback, which is crucial for mastering foundational programming concepts. Although recent advances in AI, particularly large language models, offer scalable opportunities for feedback, concerns about explainability and reliability remain. In this paper, we present an AI-driven classroom assistant that leverages an explainable AI model to analyze student code, map logical errors to instructor-identified misconceptions, and deliver instructor-authored feedback, thereby grounding reliability in instructor-defined pedagogical knowledge. To evaluate the effectiveness of our framework, we conducted an expert evaluation to examine its alignment with instructor-verified feedback and deployed the system in a classroom setting to assess students' perceptions of its usability. Results indicate that the assistant can provide accurate, instructor-verified feedback to students while fostering a positive experience.

cs.CY↗

arXiv2026

The Missing Evaluation Axis: What 10,000 Student Submissions Reveal About AI Tutor Effectiveness

Current Artificial Intelligence (AI)-based tutoring systems (AI tutors) are primarily evaluated based on the pedagogical quality of their feedback messages. While important, pedagogy alone is insufficient because it ignores a critical question: what do students actually do with the feedback they receive? We argue that AI tutor evaluation should be extended with a behavioral dimension grounded in student interaction data, which complements pedagogical assessment. We propose an evaluation framework and apply it to 10,235 code submissions with corresponding AI tutor feedback from an introductory undergraduate programming course to measure whether students act on tutor feedback and whether those actions are applied correctly. Using this framework to compare two deployed AI tutors across different semesters in a large-scale introductory computer science course reveals substantial differences in student engagement patterns that are not captured by pedagogy-only evaluation. Moreover, these engagement-based behavioral signals are more strongly associated with student perception of helpful feedback than pedagogical quality alone, providing a more complete and actionable picture of AI tutor performance.

cs.CY↗

arXiv2026

Personalized Worked Example Generation from Student Code Submissions Using Pattern-based Knowledge Components

Adaptive programming practice often relies on fixed libraries of worked examples and practice problems, which require substantial authoring effort and may not correspond well to the logical errors and partial solutions students produce while writing code. As a result, students may receive learning content that does not directly address the concepts they are working to understand, while instructors must either invest additional effort in expanding content libraries or accept a coarse level of personalization. We present an approach for knowledge-component (KC) guided educational content generation using pattern-based KCs extracted from student code. Given a problem statement and student submissions, our pipeline extracts recurring structural KC patterns from students' code through AST-based analysis and uses them to condition a generative model. In this study, we apply this approach to worked example generation, and compare baseline and KC-conditioned outputs through expert evaluation. Results suggest that KC-conditioned generation improves topical focus and relevance to students' underlying logical errors, providing evidence that KC-based steering of generative models can support personalized learning at scale.

cs.HC↗

arXiv2026

Cooperate to Compete: Strategic Coordination in Multi-Agent Conquest

Language Model (LM)-based agents remain largely untested in mixed-motive settings where agents must leverage short-term cooperation for long-term competitive goals (e.g., multi-party politics). We introduce Cooperate to Compete (C2C), a multi-agent environment where players can engage in private negotiations while competing to be the first to achieve their secret objective. Players have asymmetric objectives and negotiations are non-binding, allowing alliances to form and break as players' short-term interests align and diverge. We run AI only games and conduct a user study pitting human players against AI opponents. We identify significant differences between human and AI negotiation behaviors, finding that humans favor lower-complexity deals and are significantly less reliable partners compared to LM-based agents. We also find that humans are more aggressive negotiators, accepting deals without a counteroffer only 56.3% of the time compared to 67.6% for LM-based agents. Through targeted prompting inspired by these findings, we modify agents' negotiation behavior and improve win rates from 22.2% to 32.7%. We run over 1,100 games with over 16,000 private conversations totaling 15.2 million tokens and over 150,000 player actions. Our results establish C2C as a testbed for studying and building LM-based agents that can navigate the sophisticated coordination required for real-world deployments. The game, code, and dataset may be found at https://negotiationgame.io/c2c.

cs.AI↗

arXiv2026

PMT: Plain Mask Transformer for Image and Video Segmentation with Frozen Vision Encoders

Vision Foundation Models (VFMs) pre-trained at scale enable a single frozen encoder to serve multiple downstream tasks simultaneously. Recent VFM-based encoder-only models for image and video segmentation, such as EoMT and VidEoMT, achieve competitive accuracy with remarkably low latency, yet they require finetuning the encoder, sacrificing the multi-task encoder sharing that makes VFMs practically attractive for large-scale deployment. To reconcile encoder-only simplicity and speed with frozen VFM features, we propose the Plain Mask Decoder (PMD), a fast Transformer-based segmentation decoder that operates on top of frozen VFM features. The resulting model, the Plain Mask Transformer (PMT), preserves the architectural simplicity and low latency of encoder-only designs while keeping the encoder representation unchanged and shareable. The design seamlessly applies to both image and video segmentation, inheriting the generality of the encoder-only framework. On standard image segmentation benchmarks, PMT matches the frozen-encoder state of the art while running up to ~3x faster. For video segmentation, it even performs on par with fully finetuned methods, while being up to 8x faster than state-of-the-art frozen-encoder models. Code: https://github.com/tue-mps/pmt.

cs.CV↗

arXiv2026

VidEoMT: Your ViT is Secretly Also a Video Segmentation Model

Existing online video segmentation models typically combine a per-frame segmenter with complex specialized tracking modules. While effective, these modules introduce significant architectural complexity and computational overhead. Recent studies suggest that plain Vision Transformer (ViT) encoders, when scaled with sufficient capacity and large-scale pre-training, can conduct accurate image segmentation without requiring specialized modules. Motivated by this observation, we propose the Video Encoder-only Mask Transformer (VidEoMT), a simple encoder-only video segmentation model that eliminates the need for dedicated tracking modules. To enable temporal modeling in an encoder-only ViT, VidEoMT introduces a lightweight query propagation mechanism that carries information across frames by reusing queries from the previous frame. To balance this with adaptability to new content, it employs a query fusion strategy that combines the propagated queries with a set of temporally-agnostic learned queries. As a result, VidEoMT attains the benefits of a tracker without added complexity, achieving competitive accuracy while being 5x-10x faster, running at up to 160 FPS with a ViT-L backbone. Code: https://www.tue-mps.org/videomt/

cs.CV↗

arXiv2026

LeanTutor: Towards a Verified AI Mathematical Proof Tutor

This paper considers the development of an AI-based provably-correct mathematical proof tutor. While Large Language Models (LLMs) allow seamless communication in natural language, they are error prone. Theorem provers such as Lean allow for provable-correctness, but these are hard for students to learn. We present a proof-of-concept system (LeanTutor) by combining the complementary strengths of LLMs and theorem provers. LeanTutor is composed of three modules: (i) an autoformalizer/proof-checker, (ii) a next-step generator, and (iii) a natural language feedback generator. To evaluate the system, we introduce PeanoBench, a dataset of 371 Peano Arithmetic proofs in human-written natural language and formal language, derived from the Natural Numbers Game.

cs.AI↗

arXiv2026

LeanTutor: Towards a Verified AI Mathematical Proof Tutor

cs.LG↗

arXiv2026

Search Arena: Analyzing Search-Augmented LLMs

Search-augmented language models combine web search with Large Language Models (LLMs) to improve response groundedness and freshness. However, analyzing these systems remains challenging: existing datasets are limited in scale and narrow in scope, often constrained to static, single-turn, fact-checking questions. In this work, we introduce Search Arena, a crowd-sourced, large-scale, human-preference dataset of over 24,000 paired multi-turn user interactions with search-augmented LLMs. The dataset spans diverse intents and languages, and contains full system traces with around 12,000 human preference votes. Our analysis reveals that user preferences are influenced by the number of citations, even when the cited content does not directly support the attributed claims, uncovering a gap between perceived and actual credibility. Furthermore, user preferences vary across cited sources, revealing that community-driven platforms are generally preferred and static encyclopedic sources are not always appropriate and reliable. To assess performance across different settings, we conduct cross-arena analyses by testing search-augmented LLMs in a general-purpose chat environment and conventional LLMs in search-intensive settings. We find that web search does not degrade and may even improve performance in non-search settings; however, the quality in search settings is significantly affected if solely relying on the model's parametric knowledge. We open-sourced the dataset to support future research. Our dataset and code are available at: https://github.com/lmarena/search-arena.

cs.CL↗