Large Language Models (LLMs) have enabled dynamic reasoning in automated data analytics, yet recent multi-agent systems remain limited by rigid, single-path workflows that restrict strategic exploration and often lead to suboptimal outcomes. To overcome these limitations, we propose SPIO (Sequential Plan Integration and Optimization), a framework that replaces rigid workflows with adaptive, multi-path planning across four core modules: data preprocessing, feature engineering, model selection, and hyperparameter tuning. In each module, specialized agents generate diverse candidate strategies, which are cascaded and refined by an optimization agent. SPIO offers two operating modes: SPIO-S for selecting a single optimal pipeline, and SPIO-E for ensembling top-k pipelines to maximize robustness. Extensive evaluations on Kaggle and OpenML benchmarks show that SPIO consistently outperforms state-of-the-art baselines, achieving an average performance gain of 5.6%. By explicitly exploring and integrating multiple solution paths, SPIO delivers a more flexible, accurate, and reliable foundation for automated data science.

Large Language Models (LLMs) have a great potential to serve as readily available and cost-efficient Conversational Intelligent Tutoring Systems (CITS) for teaching L2 learners of English. Existing CITS, however, are designed to teach only simple concepts or lack the pedagogical depth necessary to address diverse learning strategies. To develop a more pedagogically informed CITS capable of teaching complex concepts, we construct a BIlingual PEDagogically-informed Tutoring Dataset (BIPED) of one-on-one, human-to-human English tutoring interactions. Through post-hoc analysis of the tutoring interactions, we come up with a lexicon of dialogue acts (34 tutor acts and 9 student acts), which we use to further annotate the collected dataset. Based on a two-step framework of first predicting the appropriate tutor act then generating the corresponding response, we implemented two CITS models using GPT-4 and SOLAR-KO, respectively. We experimentally demonstrate that the implemented models not only replicate the style of human teachers but also employ diverse and contextually appropriate pedagogical strategies.

The automatic generation of Multiple Choice Questions (MCQ) has the potential to reduce the time educators spend on student assessment significantly. However, existing evaluation metrics for MCQ generation, such as BLEU, ROUGE, and METEOR, focus on the n-gram based similarity of the generated MCQ to the gold sample in the dataset and disregard their educational value.They fail to evaluate the MCQ’s ability to assess the student’s knowledge of the corresponding target fact. To tackle this issue, we propose a novel automatic evaluation metric, coined Knowledge Dependent Answerability (KDA), which measures the MCQ’s answerability given knowledge of the target fact. Specifically, we first show how to measure KDA based on student responses from a human survey.Then, we propose two automatic evaluation metrics, KDA_disc and KDA_cont, that approximate KDA by leveraging pre-trained language models to imitate students’ problem-solving behavior.Through our human studies, we show that KDA_disc and KDA_soft have strong correlations with both (1) KDA and (2) usability in an actual classroom setting, labeled by experts. Furthermore, when combined with n-gram based similarity metrics, KDA_disc and KDA_cont are shown to have a strong predictive power for various expert-labeled MCQ quality measures.