Detecting Knowledge Gaps from Conversational AI Interactions Using Curriculum Prerequisite Graphs

Abstract

Large online courses generate thousands of student questions directed at conversational AI teaching assistants, yet these interaction logs remain largely untapped as diagnostic signals. We present a pipeline that maps student questions from a conversational AI teaching assistant to curriculum topics using a few-shot text classifier, grounded in a GPT-4-extracted prerequisite knowledge graph of course concepts. Evaluated on 1,340 question events from 164 students in a graduate-level AI course, our classifier achieves 80.0% accuracy across 43 labels (42 curriculum topics plus an "unknown" abstention class). Topic-level question volume correlates significantly with student self-reported difficulty from an independent mid-semester survey (rho = 0.491, p = 0.008, n = 28 topics), providing convergent evidence that the classified question stream reflects genuine topic difficulty. These results demonstrate that conversational AI interaction logs, mapped onto curriculum structure, carry actionable signals about topic-level knowledge gaps and provide instructors with a curriculum-grounded view of which topics warrant attention.

Accepted as a short paper at the 10th CSEDM Workshop, co-located with the 18th International Conference on Educational Data Mining (EDM 2026). 7 pages, 2 figures, 2 tables