Open Access

Generative AI tutoring tools predominantly refine the wording, structure, and feasibility of a student’s initial problem framing. Whether AI assistance that instead poses counter-proposals – alternative framings, stakeholder perspectives, and questioned assumptions – changes the originality of the resulting framing is an open empirical question for data science education. This thesis investigates that Question in an exploratory study with thirty postgraduate students at Universität Koblenz. Each participant interacted with a bespoke web platform that walked them through three fixed-order stages on a sharedWi-Fi-dormitory dataset description: an Editorstyle AI stage, a Challenger-style AI stage, and a final unassisted synthesis. The final synthesis topic was rated on four dimensions (originality, feasibility, reasoning quality, clarity) by a human expert rater and an LLM second rater (Anthropic Claude) blinded to group assignment. Because the planned counterbalanced within-subjects crossover could not be implemented, participants were sorted post hoc into an Editor-influenced and a Challengerinfluenced group based on triangulated self-reported impact and preference. Topics from the Challenger-influenced group were rated substantially higher on originality (Cohen’s d = 3.67, 95% CI [2.50, 4.84], p < .001, ICC = 0.859); topics from the Editor-influenced group were rated higher on feasibility (d = −2.04, 95% CI [−2.92,−1.16]) and clarity (d = −1.07, 95% CI [−1.84,−0.30]); a secondary unexpected association favoured the Challenger-influenced group on reasoning Quality (d = 1.03, 95% CI [0.27, 1.79]). The latter three dimensions had inter-rater reliability below the pre-specified 0.70 threshold and their effect-size magnitudes are interpreted as exploratory estimates. Perception data and open-ended responses suggested participants treated the two AI styles as functional complements assigned to distinct task-contexts, and 94% indicated interest in an integrated switcher mode. Because the analytic groups were defined by self-report and because the stage order was fixed, these results should be read as associations rather than causal effects of prompt style. The thesis contributes (a) empirical evidence of large betweengroup differences in framing originality consistent with a counter-proposal mechanism; (b) a methodological case study of a hybrid human-LLM rating protocol with dimension-specific reliability documentation; and (c) design directions for educational AI tools that surface, rather than choose for the learner, the kind of cognitive assistance offered.

The integration of Large Language Models (LLMs) into information retrieval sys tems has transformed the user experience by providing direct, conversational responses instead of traditional ranked lists of search results. This modification raises substantial concerns about user trust, behaviour, and the risk of misinformation, even as it improves accessibility and convenience. This thesis investigates the impact of generative information retrieval on the reliability of synthesized answers, particularly focusing on how hallucination rates and semantic drift influence trust dynamics and information-seeking behavior. By evaluating the performance of different LLMs on fact-checking benchmarks, the study seeks to quantify the advantages of model scaling against the inherent risks of factual inaccuracy. The study evaluates hallucination and user trust in LLM-augmented information retrieval systems using three fact-checking datasets. Three well-known semantic similarity metrics are employed to assess the alignment between LLM responses and ground-truth references. Furthermore, the hallucination rate and factual consistency are assessed by aligning model-generated responses with verified annotations in fact-checking datasets. We utilise bias detection measures to evaluate implicit stereotype reinforcement in LLM outputs. This study applies a comprehensive framework for evaluating and auditing hallucinations by combining quantitative performance metrics with user-level reliability insights. The work aims to establish a baseline for the transparency and reliability of LLMs in search and retrieval contexts.

This thesis tackles a common bottleneck in data-science courses: students struggle to turn a broad interest into a focused, workable project idea. This thesis set out to design and evaluate a compact assistant—EduIDEAtor—that makes this first mile simpler and more intentional. The tool uses a text-first interface with plain inputs, a small set of clearly different directions, and quick, reversible edits so students can steer ideas without losing momentum. After building and iterating the web appli- cation, The thesis evaluated how students experienced it and how it compared with familiar, non-AI brainstorming. The findings are consistent: navigation and input clarity were strong; students felt more able to generate and shape ideas; overall sat- isfaction and willingness to continue using the tool were high. Two practical refine- ments emerged—make back navigation clearly visible and give users finer control over how broad or specific the suggestions are both achievable without changing the core design. The contribution is a concrete pattern for first-mile ideation and a set of actionable guidelines for course-level adoption.

This study examines student housing experiences in Koblenz through a mixed-methods approach that integrates surveys, geospatial analysis, and quantitative modeling to explore affordability, accessibility, satisfaction, and equity. By analyzing both objective factors—like rent, distance to campus, and travel times—and subjective measures such as satisfaction and sentiment, it identifies disparities across student groups, especially affecting international students. The findings suggest that housing outcomes stem from both structural conditions and lived experiences, revealing possible biases within the housing system. The study advocates for targeted interventions, including expanding affordable residences, enhancing transport connectivity, and promoting transparency in housing allocation to ensure equitable access in Germany’s higher education context.

The findings of this study demonstrate that the Random Forest (RF) algorithm provided the most accurate predictions in comparison with other boosting machine learning algorithms. Key drivers of energy consumption identified through XAI techniques such as SHAP and LIME include energy star rating, facility type, and floor area. These XAI methods helped enhance the interpretability of the models, making them more accessible for non-expert users, such as building managers and policymakers. By leveraging machine learning and XAI, this research provides a transparent and actionable framework for optimizing building energy efficiency and supporting sustainable energy management.