A. Alrabah
Publications
From SQL Errors to Concept Gaps: An AI-Powered Knowledge Graph Analytics Platform for Personalized Feedback
This innovative practice full paper describes an AI-powered knowledge graph platform that connects SQL errors to conceptual gaps in undergraduate and graduate database systems courses. Students learning Structured Query Language (SQL) frequently struggle with semantic errors that reflect conceptual misunderstandings rather than syntax mistakes. A query may execute yet return incorrect results due to gaps spanning related concepts; misusing NATURAL JOIN in place of an explicit subquery reflects intertwined misunderstandings of JOIN, GROUP BY, and HAVING. Autograding systems detect correctness but provide surface-level feedback without connecting errors to the conceptual structure of the course. Educational knowledge graph research has shown the value of structured concept representations for curriculum analysis and adaptive learning, but these approaches have not been applied to diagnosing SQL misconceptions from student submissions. We present a platform that automatically extracts course concepts and relations from instructional materials, links them to student submission traces through a graph database, and classifies errors at the concept level. We evaluate the platform across two database systems courses at two universities, one using real student submissions and one using simulated submissions, through an expert study with five participants and an automated evaluation using an LLM as a judge. Results show that 95.7% of extracted nodes were rated as at least somewhat valid and 63.8% of triplets were rated fully correct. Expert feedback confirmed that the generated graphs align with instructor mental models and that mapping errors to course concepts provides actionable diagnostic insight; evaluating impact on student learning remains future work.
Too Polite to Disagree: Understanding Sycophancy Propagation in Multi-Agent Systems
Large language models (LLMs) often exhibit sycophancy: agreement with user stance even when it conflicts with the model's opinion. While prior work has mostly studied this in single-agent settings, it remains underexplored in collaborative multi-agent systems. We ask whether awareness of other agents' sycophancy levels influences discussion outcomes. To investigate this, we run controlled experiments with six open-source LLMs, providing agents with peer sycophancy rankings that estimate each peer's tendency toward sycophancy. These rankings are based on scores calculated using various static (pre-discussion) and dynamic (online) strategies. We find that providing sycophancy priors reduces the influence of sycophancy-prone peers, mitigates error-cascades, and improves final discussion accuracy by an absolute 10.5%. Thus, this is a lightweight, effective way to reduce discussion sycophancy and improve downstream accuracy.
Instructor-Aligned Knowledge Graphs for Personalized Learning
Mastering educational concepts requires understanding both their prerequisites (e.g., recursion before merge sort) and sub-concepts (e.g., merge sort as part of sorting algorithms). Capturing these dependencies is critical for identifying students' knowledge gaps and enabling targeted intervention for personalized learning. This is especially challenging in large-scale courses, where instructors cannot feasibly diagnose individual misunderstanding or determine which concepts need reinforcement. While knowledge graphs offer a natural representation for capturing these conceptual relationships at scale, existing approaches are either surface-level (focusing on course-level concepts like "Algorithms" or logistical relationships such as course enrollment), or disregard the rich pedagogical signals embedded in instructional materials. We propose InstructKG, a framework for automatically constructing instructor-aligned knowledge graphs that capture a course's intended learning progression. Given a course's lecture materials (slides, notes, etc.), InstructKG extracts significant concepts as nodes and infers learning dependencies as directed edges (e.g., "part-of" or "depends-on" relationships). The framework synergizes the rich temporal and semantic signals unique to educational materials (e.g., "recursion" is taught before "mergesort"; "recursion" is mentioned in the definition of "merge sort") with the generalizability of large language models. Through experiments on real-world, diverse lecture materials across multiple courses and human-based evaluation, we demonstrate that InstructKG captures rich, instructor-aligned learning progressions.