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Researcher profile

Conrad Borchers

Conrad Borchers contributes to research discovery and scholarly infrastructure.

ResearcherAffiliation not importedOpen to collaborate
cs.CYComputation and LanguageMachine LearningArtificial Intelligence

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Published work

9 published item(s)

preprint2026arXiv

Brief but Impactful: How Human Tutoring Interactions Shape Engagement in Online Learning

Learning analytics can guide human tutors to efficiently address motivational barriers to learning that AI systems struggle to support. Students become more engaged when they receive human attention. However, what occurs during short interventions, and when are they most effective? We align student-tutor dialogue transcripts with MATHia tutoring system log data to study brief human-tutor interactions on Zoom drawn from 2,075 hours of 191 middle school students' classroom math practice. Mixed-effect models reveal that engagement, measured as successful solution steps per minute, is higher during a human-tutor visit and remains elevated afterward. Visit length exhibits diminishing returns: engagement rises during and shortly after visits, irrespective of visit length. Timing also matters: later visits yield larger immediate lifts than earlier ones, though an early visit remains important to counteract engagement decline. We create analytics that identify which tutor-student dialogues raise engagement the most. Qualitative analysis reveals that interactions with concrete, stepwise scaffolding with explicit work organization elevate engagement most strongly. We discuss implications for resource-constrained tutoring, prioritizing several brief, well-timed check-ins by a human tutor while ensuring at least one early contact. Our analytics can guide the prioritization of students for support and surface effective tutor moves in real-time.

0 citations0 reviewsNo code linkedOpen access
preprint2026arXiv

Disagreement as Data: Reasoning Trace Analytics in Multi-Agent Systems

Learning analytics researchers often analyze qualitative student data such as coded annotations or interview transcripts to understand learning processes. With the rise of generative AI, fully automated and human-AI workflows have emerged as promising methods for analysis. However, methodological standards to guide such workflows remain limited. In this study, we propose that reasoning traces generated by large language model (LLM) agents, especially within multi-agent systems, constitute a novel and rich form of process data to enhance interpretive practices in qualitative coding. We apply cosine similarity to LLM reasoning traces to systematically detect, quantify, and interpret disagreements among agents, reframing disagreement as a meaningful analytic signal. Analyzing nearly 10,000 instances of agent pairs coding human tutoring dialog segments, we show that LLM agents' semantic reasoning similarity robustly differentiates consensus from disagreement and correlates with human coding reliability. Qualitative analysis guided by this metric reveals nuanced instructional sub-functions within codes and opportunities for conceptual codebook refinement. By integrating quantitative similarity metrics with qualitative review, our method has the potential to improve and accelerate establishing inter-rater reliability during coding by surfacing interpretive ambiguity, especially when LLMs collaborate with humans. We discuss how reasoning-trace disagreements represent a valuable new class of analytic signals advancing methodological rigor and interpretive depth in educational research.

0 citations0 reviewsNo code linkedOpen access
preprint2026arXiv

Disentangling Learning from Judgment: Representation Learning for Open Response Analytics

Open-ended responses are central to learning, yet automated scoring often conflates what students wrote with how teachers grade. We present an analytics-first framework that separates content signals from rater tendencies, making judgments visible and auditable via analytics. Using de-identified ASSISTments mathematics responses, we model teacher histories as dynamic priors and represent text with sentence embeddings. We apply centroid normalization and response-problem embedding differences, and explicitly model teacher effects with priors to reduce problem- and teacher-related confounds. Temporally-validated linear models quantify the contributions of each signal, and model disagreements surface observations for qualitative inspection. Results show that teacher priors heavily influence grade predictions; the strongest results arise when priors are combined with content embeddings (AUC~0.815), while content-only models remain above chance but substantially weaker (AUC~0.626). Adjusting for rater effects sharpens the selection of features derived from content representations, retaining more informative embedding dimensions and revealing cases where semantic evidence supports understanding as opposed to surface-level differences in how students respond. The contribution presents a practical pipeline that transforms embeddings from mere features into learning analytics for reflection, enabling teachers and researchers to examine where grading practices align (or conflict) with evidence of student reasoning and learning.

0 citations0 reviewsNo code linkedOpen access
preprint2026arXiv

Fifteen Years of Learning Analytics Research: Topics, Trends, and Challenges

The learning analytics (LA) community has recently reached two important milestones: celebrating the 15th LAK conference and updating the 2011 definition of LA to reflect the 15 years of changes in the discipline. However, despite LA's growth, little is known about how research topics, funding, and collaboration, as well as the relationships among them, have developed within the community over time. This study addressed this gap by analyzing all 936 full and short papers published at LAK over a 15-year period using unsupervised machine learning, natural language processing, and network analytics. The analysis revealed a stable core of prolific authors alongside high turnover of newcomers, systematic links between funding sources and research directions, and six enduring topical centers that remain globally shared but vary in prominence across countries. These six topical centers, which encompass LA research, are: self-regulated learning, dashboards and theory, social learning, automated feedback, multimodal analytics, and outcome prediction. Our findings highlight key challenges for the future: widening participation, reducing dependency on a narrow set of funders, and ensuring that emerging research trajectories remain responsive to educational practice and societal needs.

0 citations0 reviewsNo code linkedOpen access
preprint2026arXiv

From Heuristics to Analytics: Forecasting Effort and Progress in Online Learning

Sustained effort is essential for realizing the benefits of intelligent tutoring systems (ITS), yet many learners disengage or underuse available practice time. We introduce engagement forecasting as a supervised prediction task based on ITS logs, targeting two outcomes central to effort and learning progress: minutes practiced per week and new skills mastered per week. Using interaction log data from 425 middle-school students over a school year, we benchmark fifteen predictors including regressions, decision trees, and neural networks. We show that these feature-based models reduce mean absolute error (MAE) by 22-33% relative to heuristic baselines, including fixed-percentile rules adapted from prior work in other behavioral domains. We find that percentile heuristics systematically overpredict, whereas feature-based models better track student practice trajectories across weeks. To support explainability, we analyze feature importance and ablations, revealing target-specific patterns: effort forecasting is driven mainly by recent activity features, while progress forecasting depends more on learner-state and content difficulty signals. Finally, in a semi-structured user interview case study with eight college tutors, we examine how tutors reasoned about system-generated predictive features when setting goals with students. We find that tutors reasoned differently about effort versus progress goals in ways that mirror our pattern analysis. Together, these results establish a reproducible benchmark for forecasting weekly effort and learning progress in ITS. By making patterns of sustained effort and progress visible at a weekly timescale, engagement forecasting offers a foundation for supporting tutor-learner goal setting and timely instructional decisions.

0 citations0 reviewsNo code linkedOpen access
preprint2026arXiv

Measuring the Impact of Student Gaming Behaviors on Learner Modeling

The expansion of large-scale online education platforms has made vast amounts of student interaction data available for knowledge tracing (KT). KT models estimate students' concept mastery from interaction data, but their performance is sensitive to input data quality. Gaming behaviors, such as excessive hint use, may misrepresent students' knowledge and undermine model reliability. However, systematic investigations of how different types of gaming behaviors affect KT remain scarce, and existing studies rely on costly manual analysis that does not capture behavioral diversity. In this study, we conceptualize gaming behaviors as a form of data poisoning, defined as the deliberate submission of incorrect or misleading interaction data to corrupt a model's learning process. We design Data Poisoning Attacks (DPAs) to simulate diverse gaming patterns and systematically evaluate their impact on KT model performance. Moreover, drawing on advances in DPA detection, we explore unsupervised approaches to enhance the generalizability of gaming behavior detection. We find that KT models' performance tends to decrease especially in response to random guess behaviors. Our findings provide insights into the vulnerabilities of KT models and highlight the potential of adversarial methods for improving the robustness of learning analytics systems.

0 citations0 reviewsNo code linkedOpen access
preprint2026arXiv

Understanding Gaming the System by Analyzing Self-Regulated Learning in Think-Aloud Protocols

In digital learning systems, gaming the system refers to occasions when students attempt to succeed in an educational task by systematically taking advantage of system features rather than engaging meaningfully with the content. Often viewed as a form of behavioral disengagement, gaming the system is negatively associated with short- and long-term learning outcomes. However, little research has explored this phenomenon beyond its behavioral representation, leaving questions such as whether students are cognitively disengaged or whether they engage in different self-regulated learning (SRL) strategies when gaming largely unanswered. This study employs a mixed-methods approach to examine students' cognitive engagement and SRL processes during gaming versus non-gaming periods, using utterance length and SRL codes inferred from think-aloud protocols collected while students interacted with an intelligent tutoring system for chemistry. We found that gaming does not simply reflect a lack of cognitive effort; during gaming, students often produced longer utterances, were more likely to engage in processing information and realizing errors, but less likely to engage in planning, and exhibited reactive rather than proactive self-regulatory strategies. These findings provide empirical evidence supporting the interpretation that gaming may represent a maladaptive form of SRL. With this understanding, future work can address gaming and its negative impacts by designing systems that target maladaptive self-regulation to promote better learning.

0 citations0 reviewsNo code linkedOpen access
preprint2026arXiv

Using Large Language Models to Detect Socially Shared Regulation of Collaborative Learning

The field of learning analytics has made notable strides in automating the detection of complex learning processes in multimodal data. However, most advancements have focused on individualized problem-solving instead of collaborative, open-ended problem-solving, which may offer both affordances (richer data) and challenges (low cohesion) to behavioral prediction. Here, we extend predictive models to automatically detect socially shared regulation of learning (SSRL) behaviors in collaborative computational modeling environments using embedding-based approaches. We leverage large language models (LLMs) as summarization tools to generate task-aware representations of student dialogue aligned with system logs. These summaries, combined with text-only embeddings, context-enriched embeddings, and log-derived features, were used to train predictive models. Results show that text-only embeddings often achieve stronger performance in detecting SSRL behaviors related to enactment or group dynamics (e.g., off-task behavior or requesting assistance). In contrast, contextual and multimodal features provide complementary benefits for constructs such as planning and reflection. Overall, our findings highlight the promise of embedding-based models for extending learning analytics by enabling scalable detection of SSRL behaviors, ultimately supporting real-time feedback and adaptive scaffolding in collaborative learning environments that teachers value.

0 citations0 reviewsNo code linkedOpen access
preprint2022arXiv

Looking for a Handsome Carpenter! Debiasing GPT-3 Job Advertisements

The growing capability and availability of generative language models has enabled a wide range of new downstream tasks. Academic research has identified, quantified and mitigated biases present in language models but is rarely tailored to downstream tasks where wider impact on individuals and society can be felt. In this work, we leverage one popular generative language model, GPT-3, with the goal of writing unbiased and realistic job advertisements. We first assess the bias and realism of zero-shot generated advertisements and compare them to real-world advertisements. We then evaluate prompt-engineering and fine-tuning as debiasing methods. We find that prompt-engineering with diversity-encouraging prompts gives no significant improvement to bias, nor realism. Conversely, fine-tuning, especially on unbiased real advertisements, can improve realism and reduce bias.

0 citations0 reviewsNo code linkedOpen access