arXiv subjects

Jinal Gupta

Publications and source records attributed to Jinal Gupta.

7 recordsLinked to original sources

arXiv2026

Characterizing Questioning Patterns and Student Engagement Through Contextual Analysis of Real-Time Classroom Interactions

Real-time classroom polling is now routine, yet the data it produces is usually read narrowly, as a correctness score or a headcount. Such readings say little about what a poll is doing within a lecture or how it shapes engagement. This is particularly relevant for short-response formats such as True/False, where the same question format can be used to test recall, check comprehension, or direct students' attention to a deliberately misleading statement. This study asks whether a poll's answer and instructional function can be determined by reading it against its lecture transcript, what cognitive levels of Bloom's taxonomy and instructional-function clusters the corpus contains, and how student engagement relates to answering correctly. We analyse a naturalistic corpus of 47 live sessions over 39 days, comprising 604 poll questions and 340,668 responses from 2,807 learners, most items True/False, read against time-aligned lecture transcripts and attendance. Reading each poll in context proves essential: the answer to 89% of polls is locatable in the lecture, and a recurring attention-checking device is visible only through context. Questioning is overwhelmingly lower-order and falls into seven instructional functions, and a poll's response follows its function rather than its wording. Engagement is broad but concentrated, and the class majority answers correctly 88.5% of the time, though a small set of high-consensus yet incorrect answers cannot be detected by agreement alone. An independent survey of 579 students agrees on what the polls are and on their participation, but reveals a gap between perception and reality: students cannot judge their own correctness, and the polls they find hardest are not those they answer worst.

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arXiv2026

Measuring Student Self-Assessment against Viva-Demonstrated Mastery in a Large First-Year Programming Course

Mastery-based education increasingly places the reporting of learning progress in students' hands, who record task completion on learning dashboards. The usefulness of such self-reports depends on how closely reported mastery corresponds to demonstrated competence. Most evidence on student self-assessment compares an overall self-rating with an overall examination score and therefore provides limited evidence about which tasks or which students account for the mismatch. This study examines first-year students' self-assessment against viva-demonstrated mastery at the level of individual tasks across a ladder of sixty programming tasks. The study draws on a large first-year programming course taught in 2023, involving 203 students and 12 examiners, in which every reported task was verified through an oral viva. Because a task entered the Viva only after it was reported, the design is one-sided and captures over-estimation but not under-estimation. Of 11,093 reported tasks, 10,885 (98.1%) were demonstrated, indicating a high degree of correspondence between self-report and demonstrated mastery. The remaining 208 overestimations were not evenly distributed. A small number of students accounted for most of the errors, and they occurred mainly on difficult tasks near the end of the task ladder rather than on higher-point tasks. This task-level analysis shows that high overall self-assessment accuracy can coexist with specific areas where reported and demonstrated mastery diverge. It also provides a practical basis for directing additional verification and formative feedback toward students and tasks where such divergence is more likely.

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arXiv2026

An Audit of Measurement Quality and Answer Bias in a Large Classroom-Poll Corpus

Real-time classroom polls are widely used and increasingly generated with automated assistance, yet the questions themselves are rarely evaluated as measurements. We audit a large corpus of authentic classroom polls, 604 items across 47 sessions answered 340,668 times by 2,807 learners, as a measurement instrument. For the 539 items whose correct answer could be established and verified from the lecture transcript, we place every item and every student on a common scale using item response theory and analyse the answer structure of the True/False items. Two findings emerge. First, the polls form a coherent but easy scale of moderate precision (marginal reliability about 0.60), on which roughly a quarter of items barely separate stronger from weaker students. Second, students show a robust tendency to answer True, present at the individual level (77% of students lean True), which meets a milder tendency for items to be keyed False; as a result answer direction predicts difficulty, False-keyed items being about thirteen points harder, and the effect survives controls for item content and for selective answering. Both findings rest on signals a polling system already records, so the same checks can be run as items are generated, before they reach students.

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arXiv2026

What Students Actually Ask: Demand Structure and Automation Potential in a Hybrid Support System

Large online programmes receive heavy volumes of queries during onboarding, at a scale that grows faster than the number of staff available to answer them. This paper reports a study of an AI integrated query resolution platform that spreads incoming queries across four routes: an AI based assistant, answers from fellow participants, a curated corpus of frequently asked questions, and escalation to administrators. Over nine weeks, from 2 May to 6 July 2026, the system handled 4,093 queries raised by 1,434 participants. Nearly every query reached a recorded resolution, and one query in five closed within an hour. Reuse of 114 corpus entries absorbed 21.3% of the volume, participants resolved a further 12.2% on their own, and 132 participants answered questions for one another at a median of 9 to 15 minutes, showing that peer answering, where it occurred, was fast and broadly shared across the cohort. Classifying the query text shows that demand was narrow rather than varied. A single process step, the submission of a certificate and the offer letter that follows it, accounts for 56.8% of corpus mediated resolutions, and at least 20.4% of queries concern the progress of a pending submission rather than a request for information, a class the assistant served only 1.3% of the time, since a stored answer cannot report an individual's current status. Only 8.0% of the queries handled by a person duplicated content already in the corpus, which indicates that the knowledge base was already well used. Most direct administrative closures occur in synchronous bulk events, a pattern that shapes how the records should be read.

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arXiv2026

Insights on Student Learning from Live Classroom Polls: More Than Right or Wrong

A live classroom poll is usually read through its answer key, as a count of participation and correctness. Yet the same record holds more before any key is fixed, namely who answers early and how the class divides across the options. Whether these key-free signals are stable, and what they reveal, has not been examined at the scale of a real course. We study them in a live deployment of 340,668 submissions across 603 polls in 47 sessions from roughly 2,400 learners, reading each poll for a learner's response order and for how much the class divides. A single further step brings in the author-designated key, on items with a settled answer, to interpret the divided ones. A learner's response order is a stable individual signature. It reproduces at a corrected split-half reliability of 0.92, holds at 0.87 within single sessions, and is unrelated to whether the learner is correct. Read without a key, about one poll in five does not reach a clear majority, and division marks the questions that split the class. On the settled-answer items the majority is itself wrong on 49 of 358. The key-free measure flags most of these, though division alone does not separate a collectively wrong answer from a merely hard one. The two readings are largely independent, meeting at one point where early responders anticipate the eventual majority only on questions the class has nearly settled. Together they map the learners and questions of a session without a key.

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arXiv2026

When Attention Guardrails Become Barriers to Learning: Towards the Tipping Point

Online learning offers flexibility but lacks the structure of a classroom, where a teacher's presence guides attention. The platform we study restores that structure by monitoring the learner through the webcam during ordinary coursework, interrupting or restarting a video when the learner appears distracted. What such monitoring does to a learner across a whole course, rather than in a single examination, is largely unexamined. We report a convergent mixed-methods study of one monitored course pipeline in a summer internship program. We read two free-text surveys alongside three platform channels. The dropout exit survey yielded 15 analyzable responses; the persisting-learner reflection survey, 36. The channels are camera-verification telemetry (14,529 flags from 448 students), an in-video emotion widget (615 submissions from 273 students), and a mandatory end-of-course survey (up to 634 respondents per item). Neither survey named monitoring, so every mention analyzed here was raised by the respondent. Focus-monitoring was raised by 18 of the 51 free-text respondents: 7 of 15 dropouts and 11 of 36 persisting learners. Among the dropouts who raised it, focus-monitoring was the stated primary cause of departure in 4 of 7 cases. None of the 18 questioned being observed in principle. What learners contest is the misreading of ordinary actions, drinking water or moving the head, and the severity of what follows a flag: a video already watched returns to the start of its segment. These findings identify two targets for redesign: the severity of the response to a flag, and the environment check, which can flag a learner before any content has been seen. We argue that the proportionality of that response marks the point at which an attention guardrail becomes a barrier to learning, the tipping point this study approaches.

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arXiv2026

From Early Participation to Later Completion: Evidence from a Large-Scale Self-Paced Learning Programme

Large-scale learning programmes generate records that make learner participation observable across different activities. Participation points are commonly used to record and encourage such participation, but their value may extend beyond the activities for which points are awarded. Existing evaluations often examine gamification outcomes within the activities or learning environments in which the game elements are implemented, providing limited evidence about whether early participation points contain information about later participation outside the points system. This study examines whether early participation points can provide information about learners' later participation in a self-paced learning track that does not award participation points. Using anonymised records from 876 learners in a large-scale remote software-upskilling internship, we examined participation points generated from live-session attendance and poll responses against later self-paced course completion. The primary analysis used the 438 learners who earned at least one point during the first week, while the full cohort was retained for the no-point analysis. Week-one participation points distinguished learners who later completed a self-paced course with an AUC of 0.89, increasing to 0.95 by the fourth week. Similar AUCs were observed at both stages of the self-paced course sequence, while the absence of week-one points identified learners who did not start or did not complete a self-paced course with 95% precision. These findings indicate that early participation points can provide information about later participation outside the activities that generate the points. Such information can help large-scale learning programmes identify learners who may require timely attention while learning is still in progress, without treating participation points as a measure of overall learner engagement.

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