Contribution: This paper presents a six-phase AI-assisted instructional design architecture based on the Curriculum as Code paradigm, integrating Generative AI with LaTeX and Python to automate the creation of reproducible, visually consistent, and technically precise materials for STEM education. Background: Creating customized instructional materials for active learning imposes a heavy workload on faculty. Standard presentation tools lack robust support for technical content, while current AI applications often hallucinate and fail to formalize the instructional authoring process, limiting their utility for rigorous academic design. Intended Outcomes: The framework aims to reduce preparation time while ensuring mathematical accuracy, adherence to institutional visual identity, and preservation of the instructor's tacit pedagogical knowledge through explicit rules. Application Design: The solution comprises a six-phase pipeline that replaces ad-hoc prompt engineering with a systematic workflow, utilizing text-based interfaces and code-driven generation (LaTeX/Beamer for slides, Python for figures), governed by pedagogical constraints, contextual calibrations, and automated review cycles. Findings: Validated over one year across 8 modules and 28 project contexts in a Project-Based Learning environment, the architecture significantly reduced instructor workload. Generated assets underwent independent peer review and were deployed by six different faculty members, confirming scalability beyond a single author. Based on over 600 voluntary student evaluations, materials achieved high quality ratings from 8.5 to 9.9/10. Results indicate high reproducibility, minimized hallucinations, and sustained pedagogical and visual fidelity, suggesting viability for broad STEM educational applications.
Student engagement (SE) is a critical predictor of academic performance and retention in STEM education, yet existing measurement approaches are often intrusive, manually intensive, or unsuitable for real-time classroom use. This thesis proposes a novel $\textit{Biometric Sensor Network}$ (BSN) designed to enable real-time measurement and continuous tracking of individual student engagement in STEM classroom environments. The system enables capturing of behavioral, emotional, and cognitive indicators through camera-based sensing while preserving ethical and privacy constraints. To measure these indicators unobtrusively and ethically, we propose a BSN composed of $\textit{Student Processing Units}$ (SPUs) that function as distributed sensing nodes. The network is explicitly designed to satisfy five objectives: it must be $\textbf{non-intrusive}, \textbf{non-invasive}, \textbf{non-stigmatizing}, \textbf{real-time}$, and $\textbf{automatic}$, while ensuring rigorous protection of student data security and privacy. Each SPU supports two operational modes: (i) a $\textit{dataset-collection mode}$, in which raw student video is temporarily recorded to construct a private SE dataset for model training and validation, and (ii) an $\textit{analysis mode}$, in which the SPU performs real-time inference on 10-second video segments without storing or transmitting raw frames. In this analysis role, each SPU enables fully on-device processing---including face detection, gaze estimation, and affective analysis---ensuring that no identifiable video data leaves the device. A secure backend infrastructure manages device authentication, session orchestration, and encrypted data ingestion. The full system integrates hardware design, computer-vision pipelines, wireless networking, security protocols, and session-level data management.
Jesse Yusuf Chan, Mengyao Chen, Yang Hong +3cs.CY cs.AI
STEM education faces challenges in personalization and interdisciplinary integration. AI technology has brought new possibilities, but the mechanisms by which AI reshapes the STEM education ecosystem require systematic investigation. This study employs bibliometric methods to analyze 242 publications from 2015-2025, constructing knowledge maps to reveal the evolutionary trajectory. The findings show that the field has transformed from intelligent tutoring systems to inquiry-based learning and computational thinking cultivation driven by LLMs. AI's key contribution lies in providing intelligent scaffolding that lowers the threshold for understanding knowledge. In this sense, AI is a core driving force promoting its shift from knowledge transmission to capability development.
Creating interactive STEM courseware traditionally requires HTML/CSS/JavaScript expertise, leaving barriers for educators. While generative AI can produce HTML codes, existing tools generate static presentations rather than interactive simulations, struggle with long documents, and lack pedagogical accuracy mechanisms. Furthermore, full regeneration for modifications requires 200--600 seconds, disrupting creative flow. We present MAIC-UI, a zero-code authoring system that enables educators to create and rapidly edit interactive courseware from textbooks, PPTs, and PDFs. MAIC-UI employs: (1) structured knowledge analysis with multi-modal understanding to ensure pedagogical rigor; (2) a two-stage generate-verify-optimize pipeline separating content alignment from visual refinement; and (3) Click-to-Locate editing with Unified Diff-based incremental generation achieving sub-10-second iteration cycles. A controlled lab study with 40 participants shows MAIC-UI reduces editing iterations (4.9 vs. 7.0) and significantly improves learnability and controllability compared to direct Text-to-HTML generation. A three-month classroom deployment with 53 high school students demonstrates that MAIC-UI fosters learning agency and reduces outcome disparities -- the pilot class achieved 9.21-point gains in STEM subjects compared to -2.32 points in control classes. Our code is available at https://github.com/THU-MAIC/MAIC-UI.