Elementary (PK5)

Large Language Models (LLMs) are increasingly used to simulate human users in interactive settings such as therapy, education, and social role-play. While these simulations enable scalable training and evaluation of AI agents, off-the-shelf LLMs often drift from their assigned personas, contradict earlier statements, or abandon role-appropriate behavior. We introduce a unified framework for evaluating and improving persona consistency in LLM-generated dialogue.

As generative AI becomes embedded in children's learning spaces, families face new challenges in guiding its use. Middle childhood (ages 7-13) is a critical stage where children seek autonomy even as parental influence remains strong. Using self-directed learning (SDL) as a lens, we examine how parents perceive and support children's developing AI literacy through focus groups with 13 parent-child pairs. Parents described evolving phases of engagement driven by screen time, self-motivation, and growing knowledge.

Simulating Professions (SP) enables Large Language Models (LLMs) to emulate professional roles. However, comprehensive psychological and ethical evaluation in these contexts remains lacking. This paper introduces EMNLP, an Educator-role Moral and Normative LLMs Profiling framework for personality profiling, moral development stage measurement, and ethical risk under soft prompt injection. EMNLP extends existing scales and constructs 88 teacher-specific moral dilemmas, enabling profession-oriented comparison with human teachers.

Modelling student knowledge is a key challenge when leveraging AI in education, with major implications for personalised learning. The Knowledge Tracing (KT) task aims to predict how students will respond to educational questions in learning environments, based on their prior interactions. Existing KT models typically use response correctness along with metadata like skill tags and timestamps, often overlooking the question text, which is an important source of pedagogical insight. This omission poses a lost opportunity while limiting predictive performance.

High-quality personalized question banks are crucial for supporting adaptive learning and individualized assessment. Manually designing questions is time-consuming and often fails to meet diverse learning needs, making automated question generation a crucial approach to reduce teachers' workload and improve the scalability of educational resources. However, most existing question generation methods rely on single-agent or rule-based pipelines, which still produce questions with unstable quality, limited diversity, and insufficient alignment with educational goals.

This paper examines the ethical and anthropological challenges posed by AI-driven recommender systems (RSs), which increasingly shape digital environments and social interactions. By curating personalized content, RSs do not merely reflect user preferences but actively construct experiences across social media, entertainment platforms, and e-commerce. Their influence raises concerns over privacy, autonomy, and mental well-being, while existing approaches such as "algorethics" - the effort to embed ethical principles into algorithmic design - remain insufficient.

Large Language Models (LLMs) have transformed artificial intelligence, offering profound opportunities for educational applications. However, their ability to provide fine-grained educational feedback for K-12 English writing remains underexplored. In this paper, we challenge the error analysis and pedagogical skills of LLMs by introducing the problem of Fine-grained Error Analysis for English Learners and present the Fine-grained Error ANalysis for English Learners (FEANEL) Benchmark.

Objective and scalable measurement of teaching quality is a persistent challenge in education. While Large Language Models (LLMs) offer potential, general-purpose models have struggled to reliably apply complex, authentic classroom observation instruments. This paper uses custom LLMs built on sentence-level embeddings, an architecture better suited for the long-form, interpretive nature of classroom transcripts than conventional subword tokenization. We systematically evaluate five different sentence embeddings under a data-efficient training regime designed to prevent overfitting.

The growth of Massive Open Online Courses (MOOCs) presents significant challenges for personalized learning, where concept recommendation is crucial. Existing approaches typically rely on heterogeneous information networks or knowledge graphs to capture conceptual relationships, combined with knowledge tracing models to assess learners' cognitive states. However, these methods face significant limitations due to their dependence on high-quality structured knowledge graphs, which are often scarce in real-world educational scenarios.

Recent advances in generative AI have made music generation a prominent research focus. However, many neural-based models rely on large datasets, raising concerns about copyright infringement and high-performance costs. In contrast, we propose MusicAIR, an innovative multimodal AI music generation framework powered by a novel algorithm-driven symbolic music core, effectively mitigating copyright infringement risks.