The role of multiple-choice questions (MCQs) as effective learning tools has been debated in past research. While MCQs are widely used due to their ease in grading, open response questions are increasingly used for instruction, given advances in large language models (LLMs) for automated grading. This study evaluates MCQs effectiveness relative to open-response questions, both individually and in combination, on learning. These activities are embedded within six tutor lessons on advocacy. Using a posttest-only randomized control design, we compare the performance of 234 tutors (790 lesson completions) across three conditions: MCQ only, open response only, and a combination of both. We find no significant learning differences across conditions at posttest, but tutors in the MCQ condition took significantly less time to complete instruction. These findings suggest that MCQs are as effective, and more efficient, than open response tasks for learning when practice time is limited. To further enhance efficiency, we autograded open responses using GPT-4o and GPT-4-turbo. GPT models demonstrate proficiency for purposes of low-stakes assessment, though further research is needed for broader use. This study contributes a dataset of lesson log data, human annotation rubrics, and LLM prompts to promote transparency and reproducibility.

Equity is a core concern of learning analytics. However, applications that teach and assess equity skills, particularly at scale are lacking, often due to barriers in evaluating language. Advances in generative AI via large language models (LLMs) are being used in a wide range of applications, with this present work assessing its use in the equity domain. We evaluate tutor performance within an online lesson on enhancing tutors' skills when responding to students in potentially inequitable situations. We apply a mixed-method approach to analyze the performance of 81 undergraduate remote tutors. We find marginally significant learning gains with increases in tutors' self-reported confidence in their knowledge in responding to middle school students experiencing possible inequities from pretest to posttest. Both GPT-4o and GPT-4-turbo demonstrate proficiency in assessing tutors ability to predict and explain the best approach. Balancing performance, efficiency, and cost, we determine that few-shot learning using GPT-4o is the preferred model. This work makes available a dataset of lesson log data, tutor responses, rubrics for human annotation, and generative AI prompts. Future work involves leveling the difficulty among scenarios and enhancing LLM prompts for large-scale grading and assessment.

In this paper, we studied people’s smart home privacy-protective behaviors (SH-PPBs), to gain a better understanding of their privacy management do’s and don’ts in this context. We first surveyed 159 participants and elicited 33 unique SH-PPB practices, revealing that users heavily rely on ad hoc approaches at the physical layer (e.g., physical blocking, manual powering off). We also characterized the types of privacy concerns users wanted to address through SH-PPBs, the reasons preventing users from doing SH-PPBs, and privacy features they wished they had to support SH-PPBs. We then storyboarded 11 privacy protection concepts to explore opportunities to better support users’ needs, and asked another 227 participants to criticize and rank these design concepts. Among the 11 concepts, Privacy Diagnostics, which is similar to security diagnostics in anti-virus software, was far preferred over the rest. We also witnessed rich evidence of four important factors in designing SH-PPB tools, as users prefer (1) simple, (2) proactive, (3) preventative solutions that can (4) offer more control.