From Slides to Chatbots: Enhancing Large Language Models with University Course Materials

• URL: http://arxiv.org/abs/2510.22272v1
• Date: Sat, 25 Oct 2025 12:31:26 GMT
• Title: From Slides to Chatbots: Enhancing Large Language Models with University Course Materials
• Authors: Tu Anh Dinh, Philipp Nicolas Schumacher, Jan Niehues,
• Abstract summary: We investigate how incorporating university course materials can enhance LLM performance in computer science courses.<n>We compare two strategies, Retrieval-Augmented Generation (RAG) and Continual Pre-Training (CPT), to extend LLMs with course-specific knowledge.<n>Our experiments reveal that, given the relatively small size of university course materials, RAG is more effective and efficient than CPT.
• Score: 14.450839675608693
• License: http://creativecommons.org/licenses/by-nc-sa/4.0/
• Abstract: Large Language Models (LLMs) have advanced rapidly in recent years. One application of LLMs is to support student learning in educational settings. However, prior work has shown that LLMs still struggle to answer questions accurately within university-level computer science courses. In this work, we investigate how incorporating university course materials can enhance LLM performance in this setting. A key challenge lies in leveraging diverse course materials such as lecture slides and transcripts, which differ substantially from typical textual corpora: slides also contain visual elements like images and formulas, while transcripts contain spoken, less structured language. We compare two strategies, Retrieval-Augmented Generation (RAG) and Continual Pre-Training (CPT), to extend LLMs with course-specific knowledge. For lecture slides, we further explore a multi-modal RAG approach, where we present the retrieved content to the generator in image form. Our experiments reveal that, given the relatively small size of university course materials, RAG is more effective and efficient than CPT. Moreover, incorporating slides as images in the multi-modal setting significantly improves performance over text-only retrieval. These findings highlight practical strategies for developing AI assistants that better support learning and teaching, and we hope they inspire similar efforts in other educational contexts.

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