arXiv subjects

Sankalan Pal Chowdhury

Publications and source records attributed to Sankalan Pal Chowdhury.

13 recordsLinked to original sources

arXiv2026

PaperMentor: A Human-Centered Multi-Agent Writing Tutor for AI Research Papers on Overleaf

Expert writing feedback from experienced researchers is critical for early-career scholars to improve their manuscripts, yet high-quality feedback often remains scarce because reviewing research papers is labor-intensive. Emerging AI-powered writing assistants largely focus on grammar fixes or simulating peer review with final scores, yet they fall short of providing concrete, actionable suggestions that help students improve their papers during drafting. We present PaperMentor, a human-centered writing assistant system that delivers actionable suggestions as Overleaf-native inline comments while leaving the actual writing entirely to human authors. PaperMentor integrates an expert skill library carefully curated from established researchers' writing advice with 12 specialized agents covering different aspects of paper writing, such as formatting compliance, phrasing accuracy, and terminology consistency. In a user study (n=14), 90.6% of the generated comments were rated actionable and 67.5% were rated valid, significantly outperforming a GPT-5.2 baseline uswithout the skill library. We release PaperMentor as open source for public use. Our code is publicly available under the AGPL-3.0 license at https://github.com/jiarui-liu/overleaf

cs.CL↗

arXiv2026

Tackling the Root of Misinformation by Teaching Laypeople about Logical Fallacies via Socratic Questioning and Critical Argumentation

Identifying logical fallacies in everyday discourse is challenging for many people. This challenge is amplified in the era of Large Language Models (LLMs), where malicious agents can deploy fallacious arguments to disseminate misinformation at scale. In this work, we explore the potential of LLMs as part of the solution. We introduce LFTutor, an intelligent tutoring system which uses LLMs to tutor laypeople and help them learn about logical fallacies. LFTutor integrates intent-driven Socratic questioning and critical argumentation principles to actively engage learners to reflect on their reasoning. Through both automatic and human evaluations, we demonstrate that LFTutor significantly outperforms baseline LLMs lacking these pedagogical strategies. This work highlights the promise of combining LLMs with pedagogical scaffolding to foster critical thinking and argument literacy in the age of AI.

cs.AI↗

arXiv2026

GeoDial: A Multimodal Conversational Tutoring Dataset for Geometry Problem-Solving with Visual Tutor Turns

Several educational domains rely heavily on diagrams and visual cues, yet most existing tutoring datasets are limited to text-only interactions. This limits the development of AI tutors that can teach in visually grounded ways used by human instructors. Thus, we introduce GeoDial, a multimodal tutoring dataset of over 1.3K teacher-student dialogs in the domain of geometry collected from experienced math teachers, where instructional turns are explicitly grounded in diagram highlights. We propose a scalable annotation protocol that integrates dialog acts, visual highlighting, and feedback, enabling fine-grained supervision of both language and visual tutoring behavior. To illustrate the challenges posed by this setting, we fine-tune several vision-language models on GeoDial and evaluate their ability to generate tutoring utterances and diagram highlights. While supervised fine-tuning substantially improves the quality of generated dialog, it struggles to produce accurate diagram highlights, revealing a key limitation of current methods and highlighting the need for approaches that more effectively integrate visual reasoning with pedagogical interaction.

cs.CY↗

arXiv2026

PATS: Personality-Aware Teaching Strategies with Large Language Model Tutors

Recent advances in large language models (LLMs) demonstrate their potential as educational tutors. However, different tutoring strategies benefit different student personalities, and mismatches can be counterproductive to student outcomes. Despite this, current LLM tutoring systems do not take into account student personality traits. To address this problem, we first construct a taxonomy that links pedagogical methods to personality profiles, based on pedagogical literature. We simulate student-teacher conversations and use our framework to let the LLM tutor adjust its strategy to the simulated student personality. We evaluate the scenario with human teachers and find that they consistently prefer our approach over two baselines. Our method also increases the use of less common, high-impact strategies such as role-playing, which human and LLM annotators prefer significantly. Our findings pave the way for developing more personalized and effective LLM use in educational applications.

cs.CL↗

arXiv2025

Multilingual Performance Biases of Large Language Models in Education

Large language models (LLMs) are increasingly being adopted in educational settings. These applications expand beyond English, though current LLMs remain primarily English-centric. In this work, we ascertain if their use in education settings in non-English languages is warranted. We evaluated the performance of popular LLMs on four educational tasks: identifying student misconceptions, providing targeted feedback, interactive tutoring, and grading translations in eight languages (Mandarin, Hindi, Arabic, German, Farsi, Telugu, Ukrainian, Czech) in addition to English. We find that the performance on these tasks somewhat corresponds to the amount of language represented in training data, with lower-resource languages having poorer task performance. Although the models perform reasonably well in most languages, the frequent performance drop from English is significant. Thus, we recommend that practitioners first verify that the LLM works well in the target language for their educational task before deployment.

cs.CL↗

arXiv2025

Educators' Perceptions of Large Language Models as Tutors: Comparing Human and AI Tutors in a Blind Text-only Setting

The rapid development of Large Language Models (LLMs) opens up the possibility of using them as personal tutors. This has led to the development of several intelligent tutoring systems and learning assistants that use LLMs as back-ends with various degrees of engineering. In this study, we seek to compare human tutors with LLM tutors in terms of engagement, empathy, scaffolding, and conciseness. We ask human tutors to annotate and compare the performance of an LLM tutor with that of a human tutor in teaching grade-school math word problems on these qualities. We find that annotators with teaching experience perceive LLMs as showing higher performance than human tutors in all 4 metrics. The biggest advantage is in empathy, where 80% of our annotators prefer the LLM tutor more often than the human tutors. Our study paints a positive picture of LLMs as tutors and indicates that these models can be used to reduce the load on human teachers in the future.

cs.ET↗

arXiv2024

GPT-4 as a Homework Tutor can Improve Student Engagement and Learning Outcomes

This work contributes to the scarce empirical literature on LLM-based interactive homework in real-world educational settings and offers a practical, scalable solution for improving homework in schools. Homework is an important part of education in schools across the world, but in order to maximize benefit, it needs to be accompanied with feedback and followup questions. We developed a prompting strategy that enables GPT-4 to conduct interactive homework sessions for high-school students learning English as a second language. Our strategy requires minimal efforts in content preparation, one of the key challenges of alternatives like home tutors or ITSs. We carried out a Randomized Controlled Trial (RCT) in four high-school classes, replacing traditional homework with GPT-4 homework sessions for the treatment group. We observed significant improvements in learning outcomes, specifically a greater gain in grammar, and student engagement. In addition, students reported high levels of satisfaction with the system and wanted to continue using it after the end of the RCT.

cs.CY↗

arXiv2024

AutoTutor meets Large Language Models: A Language Model Tutor with Rich Pedagogy and Guardrails

Large Language Models (LLMs) have found several use cases in education, ranging from automatic question generation to essay evaluation. In this paper, we explore the potential of using Large Language Models (LLMs) to author Intelligent Tutoring Systems. A common pitfall of LLMs is their straying from desired pedagogical strategies such as leaking the answer to the student, and in general, providing no guarantees. We posit that while LLMs with certain guardrails can take the place of subject experts, the overall pedagogical design still needs to be handcrafted for the best learning results. Based on this principle, we create a sample end-to-end tutoring system named MWPTutor, which uses LLMs to fill in the state space of a pre-defined finite state transducer. This approach retains the structure and the pedagogy of traditional tutoring systems that has been developed over the years by learning scientists but brings in additional flexibility of LLM-based approaches. Through a human evaluation study on two datasets based on math word problems, we show that our hybrid approach achieves a better overall tutoring score than an instructed, but otherwise free-form, GPT-4. MWPTutor is completely modular and opens up the scope for the community to improve its performance by improving individual modules or using different teaching strategies that it can follow.

cs.CL↗

arXiv2024

Book2Dial: Generating Teacher-Student Interactions from Textbooks for Cost-Effective Development of Educational Chatbots

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

cs.CL↗

arXiv2023

MathDial: A Dialogue Tutoring Dataset with Rich Pedagogical Properties Grounded in Math Reasoning Problems

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly.

cs.CL↗

arXiv2022

On Learning the Transformer Kernel

In this work we introduce KERNELIZED TRANSFORMER, a generic, scalable, data driven framework for learning the kernel function in Transformers. Our framework approximates the Transformer kernel as a dot product between spectral feature maps and learns the kernel by learning the spectral distribution. This not only helps in learning a generic kernel end-to-end, but also reduces the time and space complexity of Transformers from quadratic to linear. We show that KERNELIZED TRANSFORMERS achieve performance comparable to existing efficient Transformer architectures, both in terms of accuracy as well as computational efficiency. Our study also demonstrates that the choice of the kernel has a substantial impact on performance, and kernel learning variants are competitive alternatives to fixed kernel Transformers, both in long as well as short sequence tasks.

cs.LG↗

arXiv2020

DeepSearch: A Simple and Effective Blackbox Attack for Deep Neural Networks

Although deep neural networks have been very successful in image-classification tasks, they are prone to adversarial attacks. To generate adversarial inputs, there has emerged a wide variety of techniques, such as black- and whitebox attacks for neural networks. In this paper, we present DeepSearch, a novel fuzzing-based, query-efficient, blackbox attack for image classifiers. Despite its simplicity, DeepSearch is shown to be more effective in finding adversarial inputs than state-of-the-art blackbox approaches. DeepSearch is additionally able to generate the most subtle adversarial inputs in comparison to these approaches.

cs.LG↗

arXiv2020

MaskAAE: Latent space optimization for Adversarial Auto-Encoders

The field of neural generative models is dominated by the highly successful Generative Adversarial Networks (GANs) despite their challenges, such as training instability and mode collapse. Auto-Encoders (AE) with regularized latent space provide an alternative framework for generative models, albeit their performance levels have not reached that of GANs. In this work, we hypothesise that the dimensionality of the AE model's latent space has a critical effect on the quality of generated data. Under the assumption that nature generates data by sampling from a "true" generative latent space followed by a deterministic function, we show that the optimal performance is obtained when the dimensionality of the latent space of the AE-model matches with that of the "true" generative latent space. Further, we propose an algorithm called the Mask Adversarial Auto-Encoder (MaskAAE), in which the dimensionality of the latent space of an adversarial auto encoder is brought closer to that of the "true" generative latent space, via a procedure to mask the spurious latent dimensions. We demonstrate through experiments on synthetic and several real-world datasets that the proposed formulation yields betterment in the generation quality.

cs.CV↗