Generalizing a Highly Configurable Analytics Pipeline to Replicate and Support Educational Research Across Multiple Domains

• URL: http://arxiv.org/abs/2605.30303v1
• Date: Thu, 28 May 2026 17:46:53 GMT
• Title: Generalizing a Highly Configurable Analytics Pipeline to Replicate and Support Educational Research Across Multiple Domains
• Abstract summary: AI-Augmented Learning (A4L) is a modular data architecture that enables the collection, integration, and analysis of learner interaction data from educational AI systems.<n>This study examines the modular design of the A4L Data Analytics Pipeline, an data infrastructure that enables the ingestion, processing, and analysis of datasets generated by educational AI assistants.
• Score: 0.0
• License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
• Abstract: Artificial intelligence assistants deployed in online learning environments create new opportunities to collect large volumes of learner interaction data and generate insights to improve student outcomes. Architecture for AI-Augmented Learning (A4L) is a modular data architecture that enables the collection, integration, and analysis of learner interaction data from educational AI systems, supporting the generation of instructional insights that facilitate personalized learning and reinforce the bidirectional feedback loop between instructors and learners. This study examines the modular design of the A4L Data Analytics Pipeline, an extensible data infrastructure that enables the ingestion, processing, and analysis of heterogeneous datasets generated by educational AI assistants. We describe the design principles and development process used to extend the pipeline's analytical capabilities while preserving flexibility across domains. We evaluate the pipeline through case studies spanning three research domains corresponding to three educational AI assistants deployed in online learning environments at Georgia Tech. Results show that a common set of statistical analysis methods can be consistently applied across datasets with differing structures and instructional contexts, enabling the pipeline to reproduce key analytical findings across domains. We demonstrate how analytical capabilities initially developed for one domain can be extended to support richer analyses in another, illustrating the pipeline's extensibility. These findings suggest that the A4L Analytics Pipeline can serve as reusable infrastructure for analyzing data generated by future educational AI assistants. By enabling analytics that can be systematically extended to new domains, the pipeline provides a foundation for deriving insights that inform the design and evaluation of educational AI systems.

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