TutorTrace: A Dataset and Taxonomy for Classifying Learner Behavioral States during AI-Assisted Programming Education

AI programming tutors provide scalable support, yet lack the behavioral context human tutors rely on to adapt support to learners' needs. We present TutorTrace, a dataset and behavioral abstraction pipeline that makes learners' behavioral context visible and computable in real time from low-level IDE telemetry. Across four deployments in two introductory Python courses (N=480), TutorTrace captures approximately 180K telemetry events, 13,633 behavioral segments, and 27 continuously computed metrics. From this foundation, we derive a taxonomy of learner activity before the first AI query, between consecutive queries, and across the full session, enabling systems to respond not just to what learners say, but to what they have done leading up to the help-seeking moment. In a preliminary classroom evaluation, behavior-aware prompts were associated with a decrease in intervals between queries with no independent work from 50.0% to 20.7%. As an additional demonstration of downstream utility, we evaluate TutorTrace on two held-out prediction tasks: whether a learner will query within the next 60 seconds (AUROC=.726) and whether an upcoming query reflects guided or dependent help-seeking (AUROC=.717). Together, these findings show how behavioral context can enable adaptive AI tutoring at scale.

Engagement Intensity as a Learner-Modeling Signal for Adaptive AI Ethics Instruction

Adaptive AI ethics instruction in graduate research training benefits from intake measures that reflect differences in prior LLM experience. Prior coursework or workshop attendance is an obvious candidate, but it is not clear whether it is associated with pre-instruction ratings on key AI perception items. We compare three candidate intake features, self-reported usage frequency, self-rated LLM familiarity, and prior AI education, across five baseline perception outcomes in 93 bioscience graduate and postdoctoral trainees enrolled in a required research ethics course. Usage frequency shows Holm-corrected associations with all five outcomes, self-rated familiarity with three, and prior AI education with none. A threshold-like pattern at the lower end of the scale is most visible for training interest and accuracy trust rather than appearing as a uniform gradient across all five outcomes. In a short intake survey, reported LLM use is more consistently associated with these perceptions than prior coursework or workshops, with self-rated familiarity serving as a secondary indicator. These results suggest that simple pre-instruction behavioral signals can inform lightweight intake profiling for adaptive AI ethics education.

Cognitive Twins: Investigating Personalized Thinking Model Building and Its Performance Enhancement with Human-in-the-Loop

This paper presents the Personalized Thinking Model (PTM), a hierarchical and interpretable learner representation designed for AI supported education. PTM organizes evidence from learner journals into a five-layer structure covering behavioral instances, behavioral patterns, cognitive routines, metacognitive tendencies, and self-system values. PTM is grounded in Marzano's New Taxonomy of Educational Objectives and tries to clone learner's thinking model and build cognitive twin. It was constructed using a pipeline that combines large language model inference (Gemini 2.5 Pro), sentence embeddings, dimensionality reduction, and consensus clustering. This paper evaluates PTM fidelity through three methods applied to 40 participants in a seven-week study. First, automatic evaluation using atomic information point matching yielded an overall F1 score of 74.57% before human-in-the-loop (HITL) refinement and 75.48% after refinement. Second, user evaluation using a Likert scale produced mean ratings of 4.26 and 4.30 on a five-point scale for pre and post-HITL conditions respectively. Third, semantic alignment verification showed that topic coherence increased from 0.436 at the behavioral layer to 0.626 at the core value layer, while lexical overlap with journal vocabulary decreased from 0.114 to 0.007 across those same layers. These results suggest that the PTM produces outputs with acceptable fidelity, was generally perceived by users as reflecting their thinking, and showed a pattern consistent with semantic abstraction across layers.