Effective online mental health counseling is a complex, theory-driven process requiring the simultaneous integration of psychological frameworks, real-time distress signals, and strategic intervention planning. This level of clinical reasoning is critical for safety and therapeutic effectiveness but is often missing in general-purpose Large Language Models (LLMs). We introduce SAGE (Strategy-Aware Graph-Enhanced Generation Framework), a novel framework designed to bridge the gap between structured clinical knowledge and generative AI. SAGE constructs a heterogeneous graph that unifies conversational dynamics with a psychologically grounded layer, explicitly anchoring interactions in a theory-driven lexicon. Our architecture first employs a Next Strategy Classifier to identify the optimal therapeutic intervention. Subsequently, a Graph-Aware Attention mechanism projects graph-derived structural signals into soft prompts, conditioning the LLM to generate responses that maintain clinical depth. Validated through both automated metrics and expert human evaluation, SAGE outperforms baselines in strategy prediction and recommended response quality. By providing actionable intervention recommendations, SAGE serves as a cutting-edge decision-support tool designed to augment human expertise in high-stakes online crisis counseling.

Early detection of struggling student programmers is crucial for providing them with personalized support. While multiple AI-based approaches have been proposed for this problem, they do not explicitly reason about students’ programming skills in the model. This study addresses this gap by developing in collaboration with educators a taxonomy of proficiencies that categorizes how students solve coding tasks and is embedded in the detection model. Our model, termed the Proficiency Taxonomy Model (PTM), simultaneously learns the student’s coding skills based on their coding history and predicts whether they will struggle on a new task. We extensively evaluated the effectiveness of the PTM model on two separate datasets from introductory Java and Python courses for beginner programmers. Experimental results demonstrate that PTM outperforms state-of-the-art models in predicting struggling students. The paper showcases the potential of combining structured insights from teachers for early identification of those needing assistance in learning to code.

In citizen science, regular people provide invaluable information by contributing to scientific projects. Citizen science platforms, such as SciStarter, provide easy access to numerous such projects. Often, users contribute mainly to a relatively small set of popular projects, while it is difficult for many projects to draw the attention of users. Thus, increasing the contribution of users to such low-popularity projects may increase scientific and societal impact. In this paper, we explore the power of a recommender system to draw attention to less popular projects. Standard use of recommendation systems often leads to limited exposure of less popular (tail) projects. We thus propose a re-ranking approach based on “lift boosting,” which uses the statistical lift measure to enhance the exposure of tail projects. By combining lift and traditional relevance measures, our method re-ranks the recommendation list to emphasize projects that are both relevant to the user while also have a high lift value. We implement our approach on SciStarter, one of the biggest citizen science platforms on the web. We conduct an online experiment involving over 2000 real users. Our results show a positive shift towards less popular projects without compromising overall contribution rates. This work demonstrates the potential of our lift-boosting method for promoting the discovery of tail projects in citizen science platforms, thereby fostering a more diverse range of scientific contributions.

With the increased awareness of situations of mental crisis and their societal impact, online services providing emergency support are becoming commonplace in many countries. Computational models, trained on discussions between help-seekers and providers, can support suicide prevention by identifying at-risk individuals. However, the lack of domain-specific models, especially in low-resource languages, poses a significant challenge for the automatic detection of suicide risk. We propose a model that combines pre-trained language models (PLM) with a fixed set of manually crafted (and clinically approved) set of suicidal cues, followed by a two-stage fine-tuning process. Our model achieves 0.91 ROC-AUC and an F2-score of 0.55, significantly outperforming an array of strong baselines even early on in the conversation, which is critical for real-time detection in the field. Moreover, the model performs well across genders and age groups.

Citizen science projects promise to increase scientific productivity while also connecting science with the general public. They create scientific value for researchers and provide pedagogical and social benefits to volunteers. Given the astounding number of available citizen science projects, volunteers find it difficult to find the projects that best fit their interests. This difficulty can be alleviated by providing personalized project recommendations to users. This paper studies whether combining project recommendations with explanations improves users’ contribution levels and satisfaction. We generate post-hoc explanations to users by learning from their past interactions as well as project content (e.g., location, topics). We provide an algorithm for clustering recommended projects to groups based on their predicted relevance to the user. We demonstrated the efficacy of our approach in offline studies as well as in an online study in SciStarter that included hundreds of users. The vast majority of users highly preferred receiving explanations about why projects were recommended to them, and receiving such explanations did not impede on the contribution levels of users, when compared to other users who received project recommendations without explanations. Our approach is now fully integrated in SciStarter.

Citizen science refers to scientific research that is carried out by volunteers, often in collaboration with professional scientists. The spread of the internet has allowed volunteers to contribute to citizen science projects in dramatically new ways while creating scientific value and gaining pedagogical and social benefits. Given the sheer size of available projects, finding the right project, which best suits the user preferences and capabilities, has become a major challenge and is essential for keeping volunteers motivated and active contributors. We address this challenge by developing a system for personalizing project recommendations which was fully deployed in the wild. We adapted several recommendation algorithms to the citizen science domain from the literature based on memory-based and model-based collaborative filtering approaches. The algorithms were trained on historical data of users' interactions in the SciStarter platform - a leading citizen science site -as well as their contributions to different projects. The trained algorithms were evaluated in SciStarter and involved hundreds of users who were provided with personalized recommendations for new projects they had not contributed to before. The results show that using the new recommendation system led people to increased participation in new SciStarter projects when compared to groups that were recommended projects using non-personalized recommendation approaches, and compared to behavior before recommendations. In particular, the group of volunteers receiving recommendations created by an SVD algorithm (matrix factorization) exhibited the highest levels of contributions to new projects, when compared to the other cohorts. A follow-up survey conducted with the SciStarter community confirmed that users felt that the recommendations matched their personal interests and goals. Based on these results, our recommendation system is now fully integrated into the SciStarter portal, positively affecting hundreds of users each week, and leading to social and educational benefits.

Online forums are an integral part of modern day courses, but motivating students to participate in educationally beneficial discussions can be challenging. Our proposed solution is to initialize (or “seed”) a new course forum with comments from past instances of the same course that are intended to trigger discussion that is beneficial to learning. In this work, we develop methods for selecting high-quality seeds and evaluate their impact over one course instance of a 186-student biology class. We designed a scale for measuring the “seeding suitability” score of a given thread (an opening comment and its ensuing discussion). We then constructed a supervised machine learning (ML) model for predicting the seeding suitability score of a given thread. This model was evaluated in two ways: first, by comparing its performance to the expert opinion of the course instructors on test/holdout data; and second, by embedding it in a live course, where it was actively used to facilitate seeding by the course instructors. For each reading assignment in the course, we presented a ranked list of seeding recommendations to the course instructors, who could review the list and filter out seeds with inconsistent or malformed content. We then ran a randomized controlled study, in which one group of students was shown seeds that were recommended by the ML model, and another group was shown seeds that were recommended by an alternative model that ranked seeds purely by the length of discussion that was generated in previous course instances. We found that the group of students that received posts from either seeding model generated more discussion than a control group in the course that did not get seeded posts. Furthermore, students who received seeds selected by the ML-based model showed higher levels of engagement, as well as greater learning gains, than those who received seeds ranked by length of discussion.

Students' confusion is a barrier for learning, contributing to loss of motivation and to disengagement with course materials. However, detecting students' confusion in large-scale courses is both time and resource intensive. This paper provides a new approach for confusion detection in online forums that is based on harnessing the power of students' self-reported affective states (reported using a set of pre-defined hashtags). It presents a rule for labeling confusion, based on students' hashtags in their posts, that is shown to align with teachers' judgement. We use this labeling rule to inform the design of an automated classifier for confusion detection for the case when there are no self-reported hashtags present in the test set. We demonstrate this approach in a large scale Biology course using the Nota Bene annotation platform. This work lays the foundation to empower teachers with better support tools for detecting and alleviating confusion in online courses.

This paper explores the use of data analytics for identifying creativity in visual programming. Visual programming environments are increasingly included in the schools curriculum. Their potential for promoting creative thinking in students is an important factor in their adoption. However, there does not exist a standard approach for detecting creativity in students' programming behavior, and analyzing programs manually requires human expertise and is time consuming. This work provides a computational tool for measuring creativity in visual programming that combines theory from the literature with data mining approaches. It adapts classical dimensions of creative processes to our setting, and considers new aspects such as visual elements of the visual programming projects. We apply our approach to the Scratch programming environment, measuring the creativity score of hundreds of projects. We show a preliminary comparison between our metrics and teacher ratings.

Volunteers who help with online crowdsourcing such as citizen science tasks typically make only a few contributions before exiting. We propose a computational approach for increasing users' engagement in such settings that is based on optimizing policies for displaying motivational messages to users. The approach, which we refer to as Trajectory Corrected Intervention (TCI), reasons about the tradeoff between the long-term influence of engagement messages on participants' contributions and the potential risk of disrupting their current work. We combine model-based reinforcement learning with off-line policy evaluation to generate intervention policies, without relying on a fixed representation of the domain. TCI works iteratively to learn the best representation from a set of random intervention trials and to generate candidate intervention policies. It is able to refine selected policies off-line by exploiting the fact that users can only be interrupted once per session.We implemented TCI in the wild with Galaxy Zoo, one of the largest citizen science platforms on the web. We found that TCI was able to outperform the state-of-the-art intervention policy for this domain, and significantly increased the contributions of thousands of users. This work demonstrates the benefit of combining traditional AI planning with off-line policy methods to generate intelligent intervention strategies.

Despite the prevalence of e-learning systems in schools, most of today's systems do not personalize educational data to the individual needs of each student. This paper proposes a new algorithm for sequencing questions to students that is empirically shown to lead to better performance and engagement in real schools when compared to a baseline approach. It is based on using knowledge tracing to model students' skill acquisition over time, and to select questions that advance the student's learning within the range of the student's capabilities, as determined by the model. The algorithm is based on a Bayesian Knowledge Tracing (BKT) model that incorporates partial credit scores, reasoning about multiple attempts to solve problems, and integrating item difficulty. This model is shown to outperform other BKT models that do not reason about (or reason about some but not all) of these features. The model was incorporated into a sequencing algorithm and deployed in two classes in different schools where it was compared to a baseline sequencing algorithm that was designed by pedagogical experts. In both classes, students using the BKT sequencing approach solved more difficult questions and attributed higher performance than did students who used the expert-based approach. Students were also more engaged using the BKT approach, as determined by their interaction time and number of log-ins to the system, as well as their reported opinion. We expect our approach to inform the design of better methods for sequencing and personalizing educational content to students that will meet their individual learning needs.