Showing 1–12 of 12 results for author: Hoq, M

Automated Recommendation of Programming Learning Content Using Pattern-based Knowledge Components

Authors: Muntasir Hoq, Griffin Pitts, Zhangqi Duan, Arun Balajiee Lekshmi Narayanan, Mohammad Hassany, Andrew Lan, Peter Brusilovsky, Bita Akram

Abstract: Introductory programming instruction relies on hands-on practice and short learning activities to support mastery of foundational concepts. Although many such learning resources exist, organizing and linking these items in instructionally meaningful ways is challenging without time-intensive expert curation. This study investigates the use of pattern-based Knowledge Components (KCs) to automatical… ▽ More Introductory programming instruction relies on hands-on practice and short learning activities to support mastery of foundational concepts. Although many such learning resources exist, organizing and linking these items in instructionally meaningful ways is challenging without time-intensive expert curation. This study investigates the use of pattern-based Knowledge Components (KCs) to automatically identify code-based learning resources targeting similar concepts. In our approach, pattern-based KCs are extracted from each code sample, and related activities are identified by measuring similarity between the KC sets associated with each activity. By leveraging alignment at the level of semantically important programming patterns, this method supports contextually appropriate and pedagogically useful recommendations. We evaluate our approach on an expert-organized corpus of introductory Python materials in which instructors grouped items into bundles based on conceptual similarity. Results show that our pattern-based KC approach retrieves resources that align with this expert organization, and outperformed representative KC- and embedding-based baselines across standard ranking evaluations. Overall, the framework supports targeted, concept-oriented guidance for programming learners and can help instructors organize, bundle, and recommend instructional content at scale. △ Less

Submitted 9 June, 2026; originally announced July 2026.

Comments: Paper accepted to the 10th Educational Data Mining in Computer Science Education (CSEDM) Workshop in Seoul, Korea

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

Authors: Muntasir Hoq, Griffin Pitts, Bradford Mott, Seung Lee, Jessica Vandenberg, Shuyin Jiao, Narges Norouzi, James Lester, Bita Akram

Abstract: 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 opportunitie… ▽ More 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. △ Less

Submitted 12 May, 2026; originally announced June 2026.

Comments: Full paper accepted to the 27th International Conference on AI in Education (AIED 2026)

When is 3D Worth It? A Resource-Performance Frontier for CNNs and Transformers in Lung CT

Authors: Md Enamul Hoq, Sharafat Hossain, Imraul Emmaka, Linda Larson-Prior, Lawrence Tarbox, Jonathan Bona, Donald Johann Jr. and Fred Prior

Abstract: Three-dimensional models are widely assumed preferable for volumetric medical imaging, yet their practical value depends on whether performance gains justify added computational cost and complexity. Rather than proposing a new architecture, we study how input dimensionality (2D, 2.5D, 3D) affects model behavior across convolutional neural networks (CNNs) and Vision Transformers (ViTs) under a fixe… ▽ More Three-dimensional models are widely assumed preferable for volumetric medical imaging, yet their practical value depends on whether performance gains justify added computational cost and complexity. Rather than proposing a new architecture, we study how input dimensionality (2D, 2.5D, 3D) affects model behavior across convolutional neural networks (CNNs) and Vision Transformers (ViTs) under a fixed training protocol. Using a leakage-free NLST cohort (n = 1,977) with supporting LIDC-IDRI data, we find that the 2.5D CNN offers the most favorable discrimination-stability trade-off in our comparison (ROC-AUC 0.682, 95% CI [0.546, 0.799]) with a stable operating point. In contrast, 3D CNNs show threshold instability, and transformers exhibit degenerate predictions, such as all-positive predictions. Confidence intervals are wide and overlapping, so we present these results as a controlled resource-performance frontier and a failure-mode taxonomy rather than as definitive superiority claims. For class-imbalanced lung cancer screening classification, 2D and 2.5D inputs provide a more reliable trade-off between performance, stability, and computational efficiency than full 3D representations. △ Less

Submitted 5 June, 2026; originally announced June 2026.

Comments: 8 pages, 6 figures

Retrieval-Guided Generation for Safer Histopathology Image Captioning

Authors: Md. Enamul Hoq, Wataru Uegami, Saghir Alfasly, Ghazal Alabtah, Sahar Rahimi Malakshan, Armita Kazemi, Alex T. Schmitgen, Fred Prior, H. R. Tizhoosh

Abstract: Generative vision-language models can produce fluent medical image captions but remain prone to hallucination, over-specific diagnostic claims, and factual inconsistency-serious issues in pathology. We investigate retrieval-guided generation (RGG) as a safer alternative, where captions are formed by summarizing expert text from visually similar cases rather than generated de novo. On the ARCH hist… ▽ More Generative vision-language models can produce fluent medical image captions but remain prone to hallucination, over-specific diagnostic claims, and factual inconsistency-serious issues in pathology. We investigate retrieval-guided generation (RGG) as a safer alternative, where captions are formed by summarizing expert text from visually similar cases rather than generated de novo. On the ARCH histopathology dataset, RGG improves semantic alignment with ground truth, achieving cosine similarity of $\approx$0.60 versus $\approx$0.47 from MedGemma, with non-overlapping confidence intervals indicating a robust gain. A pathologist-led qualitative review shows better preservation of morphology-relevant terminology and fewer unsupported diagnoses, while revealing failure modes such as concept mixing and inherited over-specific labeling. Overall, retrieval-guided captioning offers a more transparent and reliable approach with clearer opportunities for auditing than fully generative methods. △ Less

Submitted 27 April, 2026; originally announced May 2026.

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

Authors: Griffin Pitts, Muntasir Hoq, Peter Brusilovsky, Narges Norouzi, Arto Hellas, Juho Leinonen, Bita Akram

Abstract: 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… ▽ More 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. △ Less

Submitted 5 May, 2026; v1 submitted 27 April, 2026; originally announced April 2026.

Comments: Accepted to the Thirteenth ACM Conference on Learning @ Scale (L@S 2026)

Virtual-Eyes: Quantitative Validation of a Lung CT Quality-Control Pipeline for Foundation-Model Cancer Risk Prediction

Authors: Md. Enamul Hoq, Linda Larson-Prior, Fred Prior

Abstract: Robust preprocessing is rarely quantified in deep-learning pipelines for low-dose CT (LDCT) lung cancer screening. We develop and validate Virtual-Eyes, a clinically motivated 16-bit CT quality-control pipeline, and measure its differential impact on generalist foundation models versus specialist models. Virtual-Eyes enforces strict 512x512 in-plane resolution, rejects short or non-diagnostic seri… ▽ More Robust preprocessing is rarely quantified in deep-learning pipelines for low-dose CT (LDCT) lung cancer screening. We develop and validate Virtual-Eyes, a clinically motivated 16-bit CT quality-control pipeline, and measure its differential impact on generalist foundation models versus specialist models. Virtual-Eyes enforces strict 512x512 in-plane resolution, rejects short or non-diagnostic series, and extracts a contiguous lung block using Hounsfield-unit filtering and bilateral lung-coverage scoring while preserving the native 16-bit grid. Using 765 NLST patients (182 cancer, 583 non-cancer), we compute slice-level embeddings from RAD-DINO and Merlin with frozen encoders and train leakage-free patient-level MLP heads; we also evaluate Sybil and a 2D ResNet-18 baseline under Raw versus Virtual-Eyes inputs without backbone retraining. Virtual-Eyes improves RAD-DINO slice-level AUC from 0.576 to 0.610 and patient-level AUC from 0.646 to 0.683 (mean pooling) and from 0.619 to 0.735 (max pooling), with improved calibration (Brier score 0.188 to 0.112). In contrast, Sybil and ResNet-18 degrade under Virtual-Eyes (Sybil AUC 0.886 to 0.837; ResNet-18 AUC 0.571 to 0.596) with evidence of context dependence and shortcut learning, and Merlin shows limited transferability (AUC approximately 0.507 to 0.567) regardless of preprocessing. These results demonstrate that anatomically targeted QC can stabilize and improve generalist foundation-model workflows but may disrupt specialist models adapted to raw clinical context. △ Less

Submitted 30 December, 2025; originally announced December 2025.

Comments: 23 pages, and Under Review-MIDL-2026

Automated Program Repair of Uncompilable Student Code

Authors: Griffin Pitts, Aum Pandya, Darsh Rank, Tirth Bhatt, Muntasir Hoq, Bita Akram

Abstract: A significant portion of student programming submissions in CS1 learning environments are uncompilable, limiting their use in student modeling and downstream knowledge tracing. Traditional modeling pipelines often exclude these cases, discarding observations of student learning. This study investigates automated program repair as a strategy to recover uncompilable code while preserving students' s… ▽ More A significant portion of student programming submissions in CS1 learning environments are uncompilable, limiting their use in student modeling and downstream knowledge tracing. Traditional modeling pipelines often exclude these cases, discarding observations of student learning. This study investigates automated program repair as a strategy to recover uncompilable code while preserving students' structural intent for use in student modeling. Within this framework, we assess large language models (LLMs) as repair agents under high- and low-context prompting conditions. Repairs were evaluated for compilability, edit distance, and preservation of students' original structure and logic. While all models produced compilable repairs, they differed in how well they preserve students' control flow and code structure, affecting their pedagogical utility. By recovering uncompilable submissions, this work enables richer and more comprehensive analyses of learners' coding processes and development over time. △ Less

Submitted 23 December, 2025; v1 submitted 7 October, 2025; originally announced October 2025.

Comments: In Proceedings of the 57th ACM Technical Symposium on Computer Science Education V.2 (SIGCSE TS 2026)

Semantic and Visual Crop-Guided Diffusion Models for Heterogeneous Tissue Synthesis in Histopathology

Authors: Saghir Alfasly, Wataru Uegami, MD Enamul Hoq, Ghazal Alabtah, H. R. Tizhoosh

Abstract: Synthetic data generation in histopathology faces unique challenges: preserving tissue heterogeneity, capturing subtle morphological features, and scaling to unannotated datasets. We present a latent diffusion model that generates realistic heterogeneous histopathology images through a novel dual-conditioning approach combining semantic segmentation maps with tissue-specific visual crops. Unlike e… ▽ More Synthetic data generation in histopathology faces unique challenges: preserving tissue heterogeneity, capturing subtle morphological features, and scaling to unannotated datasets. We present a latent diffusion model that generates realistic heterogeneous histopathology images through a novel dual-conditioning approach combining semantic segmentation maps with tissue-specific visual crops. Unlike existing methods that rely on text prompts or abstract visual embeddings, our approach preserves critical morphological details by directly incorporating raw tissue crops from corresponding semantic regions. For annotated datasets (i.e., Camelyon16, Panda), we extract patches ensuring 20-80% tissue heterogeneity. For unannotated data (i.e., TCGA), we introduce a self-supervised extension that clusters whole-slide images into 100 tissue types using foundation model embeddings, automatically generating pseudo-semantic maps for training. Our method synthesizes high-fidelity images with precise region-wise annotations, achieving superior performance on downstream segmentation tasks. When evaluated on annotated datasets, models trained on our synthetic data show competitive performance to those trained on real data, demonstrating the utility of controlled heterogeneous tissue generation. In quantitative evaluation, prompt-guided synthesis reduces Frechet Distance by up to 6X on Camelyon16 (from 430.1 to 72.0) and yields 2-3x lower FD across Panda and TCGA. Downstream DeepLabv3+ models trained solely on synthetic data attain test IoU of 0.71 and 0.95 on Camelyon16 and Panda, within 1-2% of real-data baselines (0.72 and 0.96). By scaling to 11,765 TCGA whole-slide images without manual annotations, our framework offers a practical solution for an urgent need for generating diverse, annotated histopathology data, addressing a critical bottleneck in computational pathology. △ Less

Submitted 1 October, 2025; v1 submitted 22 September, 2025; originally announced September 2025.

Comments: NeurIPS 2025

Pattern-based Knowledge Component Extraction from Student Code Using Representation Learning

Authors: Muntasir Hoq, Griffin Pitts, Tirth Bhatt, Aum Pandya, Andrew Lan, Peter Brusilovsky, Bita Akram

Abstract: Personalized instruction aims to provide learners with support that adapts to their individual knowledge and progress toward learning objectives. Discovering and tracing Knowledge Components (KCs) is an important step in building accurate models of student learning. However, KC discovery in computer science education is challenging due to the open-ended nature of programming, wide variability in s… ▽ More Personalized instruction aims to provide learners with support that adapts to their individual knowledge and progress toward learning objectives. Discovering and tracing Knowledge Components (KCs) is an important step in building accurate models of student learning. However, KC discovery in computer science education is challenging due to the open-ended nature of programming, wide variability in student solutions, and intertwined use of programming structures in code. We address these challenges with a pattern-based KC discovery method that uses a data-driven approach to define KCs as recurring structural patterns in student code that reveal persistent patterns of struggle and mastery in students' solutions. We then evaluate the discovered KCs using expert evaluation and statistical student modeling to demonstrate their effectiveness in capturing student learning and struggles. We propose a framework for modeling students' learning by deriving pattern-based KCs from student code through a three-stage process. First, an attention-based code representation model identifies Abstract Syntax Tree subtrees most relevant to code correctness. Second, a Variational Autoencoder abstracts these subtrees into a smooth latent space, capturing structural similarity across student submissions. Third, the resulting representations are clustered into pattern-based KCs. To assess the effectiveness of pattern-based KCs for modeling students' learning, we adapt the Deep Knowledge Tracing model to incorporate these KCs, demonstrating significant improvements in predictive performance over baseline KT methods. Additionally, the learning curve analysis showed alignment between the derived KCs and learning theory. △ Less

Submitted 31 March, 2026; v1 submitted 12 August, 2025; originally announced August 2025.

Comments: In Proceedings of the 19th International Conference on Educational Data Mining (EDM), 2026

ACM Class: K.3.2

Automated Identification of Logical Errors in Programs: Advancing Scalable Analysis of Student Misconceptions

Authors: Muntasir Hoq, Ananya Rao, Reisha Jaishankar, Krish Piryani, Nithya Janapati, Jessica Vandenberg, Bradford Mott, Narges Norouzi, James Lester, Bita Akram

Abstract: In Computer Science (CS) education, understanding factors contributing to students' programming difficulties is crucial for effective learning support. By identifying specific issues students face, educators can provide targeted assistance to help them overcome obstacles and improve learning outcomes. While identifying sources of struggle, such as misconceptions, in real-time can be challenging in… ▽ More In Computer Science (CS) education, understanding factors contributing to students' programming difficulties is crucial for effective learning support. By identifying specific issues students face, educators can provide targeted assistance to help them overcome obstacles and improve learning outcomes. While identifying sources of struggle, such as misconceptions, in real-time can be challenging in current educational practices, analyzing logical errors in students' code can offer valuable insights. This paper presents a scalable framework for automatically detecting logical errors in students' programming solutions. Our framework is based on an explainable Abstract Syntax Tree (AST) embedding model, the Subtree-based Attention Neural Network (SANN), that identifies the structural components of programs containing logical errors. We conducted a series of experiments to evaluate its effectiveness, and the results suggest that our framework can accurately capture students' logical errors and, more importantly, provide us with deeper insights into their learning processes, offering a valuable tool for enhancing programming education. △ Less

Submitted 16 May, 2025; originally announced May 2025.

Comments: Accepted for publication at the 18th International Conference on Educational Data Mining (EDM), 2025

ACM Class: K.3.1

Privacy-Preserving Distributed Link Predictions Among Peers in Online Classrooms Using Federated Learning

Authors: Anurata Prabha Hridi, Muntasir Hoq, Zhikai Gao, Collin Lynch, Rajeev Sahay, Seyyedali Hosseinalipour, Bita Akram

Abstract: Social interactions among classroom peers, represented as social learning networks (SLNs), play a crucial role in enhancing learning outcomes. While SLN analysis has recently garnered attention, most existing approaches rely on centralized training, where data is aggregated and processed on a local/cloud server with direct access to raw data. However, in real-world educational settings, such direc… ▽ More Social interactions among classroom peers, represented as social learning networks (SLNs), play a crucial role in enhancing learning outcomes. While SLN analysis has recently garnered attention, most existing approaches rely on centralized training, where data is aggregated and processed on a local/cloud server with direct access to raw data. However, in real-world educational settings, such direct access across multiple classrooms is often restricted due to privacy concerns. Furthermore, training models on isolated classroom data prevents the identification of common interaction patterns that exist across multiple classrooms, thereby limiting model performance. To address these challenges, we propose one of the first frameworks that integrates Federated Learning (FL), a distributed and collaborative machine learning (ML) paradigm, with SLNs derived from students' interactions in multiple classrooms' online forums to predict future link formations (i.e., interactions) among students. By leveraging FL, our approach enables collaborative model training across multiple classrooms while preserving data privacy, as it eliminates the need for raw data centralization. Recognizing that each classroom may exhibit unique student interaction dynamics, we further employ model personalization techniques to adapt the FL model to individual classroom characteristics. Our results demonstrate the effectiveness of our approach in capturing both shared and classroom-specific representations of student interactions in SLNs. Additionally, we utilize explainable AI (XAI) techniques to interpret model predictions, identifying key factors that influence link formation across different classrooms. These insights unveil the drivers of social learning interactions within a privacy-preserving, collaborative, and distributed ML framework -- an aspect that has not been explored before. △ Less

Submitted 30 October, 2025; v1 submitted 14 April, 2025; originally announced April 2025.

Comments: Published in Educational Data Mining Conference (EDM) 2025

Facilitating Instructors-LLM Collaboration for Problem Design in Introductory Programming Classrooms

Authors: Muntasir Hoq, Jessica Vandenberg, Shuyin Jiao, Seung Lee, Bradford Mott, Narges Norouzi, James Lester, Bita Akram

Abstract: Advancements in Large Language Models (LLMs), such as ChatGPT, offer significant opportunities to enhance instructional support in introductory programming courses. While extensive research has explored the effectiveness of LLMs in supporting student learning, limited studies have examined how these models can assist instructors in designing instructional activities. This work investigates how ins… ▽ More Advancements in Large Language Models (LLMs), such as ChatGPT, offer significant opportunities to enhance instructional support in introductory programming courses. While extensive research has explored the effectiveness of LLMs in supporting student learning, limited studies have examined how these models can assist instructors in designing instructional activities. This work investigates how instructors' expertise in effective activity design can be integrated with LLMs' ability to generate novel and targeted programming problems, facilitating more effective activity creation for programming classrooms. To achieve this, we employ a participatory design approach to develop an instructor-authoring tool that incorporates LLM support, fostering collaboration between instructors and AI in generating programming exercises. This tool also allows instructors to specify common student mistakes and misconceptions, which informs the adaptive feedback generation process. We conduct case studies with three instructors, analyzing how they use our system to design programming problems for their introductory courses. Through these case studies, we assess instructors' perceptions of the usefulness and limitations of LLMs in authoring problem statements for instructional purposes. Additionally, we compare the efficiency, quality, effectiveness, and coverage of designed activities when instructors create problems with and without structured LLM prompting guidelines. Our findings provide insights into the potential of LLMs in enhancing instructor workflows and improving programming education and provide guidelines for designing effective AI-assisted problem-authoring interfaces. △ Less

Submitted 8 May, 2025; v1 submitted 1 April, 2025; originally announced April 2025.

Comments: Accepted at CHI 2025 Workshop on Augmented Educators and AI: Shaping the Future of Human and AI Cooperation in Learning

ACM Class: K.3.1