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KAIST Introduces ‘Virtual Teaching Assistant’ That can Answer Even in the Middle of the Night – Successful First Deployment in Classroom - Research teams led by Prof. Yoonjae Choi (Kim Jaechul Graduate School of AI) and Prof. Hwajeong Hong (Department of Industrial Design) at KAIST developed a Virtual Teaching Assistant (VTA) to support learning and class operations for a course with 477 students. - The VTA responds 24/7 to students’ questions related to theory and practice by referencing lecture slides, coding assignments, and lecture videos. - The system’s source code has been released to support future development of personalized learning support systems and their application in educational settings. < Photo 1. (From left) PhD candidate Sunjun Kweon, Master's candidate Sooyohn Nam, PhD candidate Hyunseung Lim, Professor Hwajung Hong, Professor Yoonjae Choi > “At first, I didn’t have high expectations for the Virtual Teaching Assistant (VTA), but it turned out to be extremely helpful—especially when I had sudden questions late at night, I could get immediate answers,” said Jiwon Yang, a Ph.D. student at KAIST. “I was also able to ask questions I would’ve hesitated to bring up with a human TA, which led me to ask even more and ultimately improved my understanding of the course.” KAIST (President Kwang Hyung Lee) announced on June 5th that a joint research team led by Prof. Yoonjae Choi of the Kim Jaechul Graduate School of AI and Prof. Hwajeong Hong of the Department of Industrial Design has successfully developed and deployed a Virtual Teaching Assistant (VTA) that provides personalized feedback to individual students even in large-scale classes. This study marks one of the first large-scale, real-world deployments in Korea, where the VTA was introduced in the “Programming for Artificial Intelligence” course at the KAIST Kim Jaechul Graduate School of AI, taken by 477 master’s and Ph.D. students during the Fall 2024 semester, to evaluate its effectiveness and practical applicability in an actual educational setting. The AI teaching assistant developed in this study is a course-specialized agent, distinct from general-purpose tools like ChatGPT or conventional chatbots. The research team implemented a Retrieval-Augmented Generation (RAG) architecture, which automatically vectorizes a large volume of course materials—including lecture slides, coding assignments, and video lectures—and uses them as the basis for answering students’ questions. < Photo 2. Teaching Assistant demonstrating to the student how the Virtual Teaching Assistant works> When a student asks a question, the system searches for the most relevant course materials in real time based on the context of the query, and then generates a response. This process is not merely a simple call to a large language model (LLM), but rather a material-grounded question answering system tailored to the course content—ensuring both high reliability and accuracy in learning support. Sunjun Kweon, the first author of the study and head teaching assistant for the course, explained, “Previously, TAs were overwhelmed with repetitive and basic questions—such as concepts already covered in class or simple definitions—which made it difficult to focus on more meaningful inquiries.” He added, “After introducing the VTA, students began to reduce repeated questions and focus on more essential ones. As a result, the burden on TAs was significantly reduced, allowing us to concentrate on providing more advanced learning support.” In fact, compared to the previous year’s course, the number of questions that required direct responses from human TAs decreased by approximately 40%. < Photo 3. A student working with VTA. > The VTA, which was operated over a 14-week period, was actively used by more than half of the enrolled students, with a total of 3,869 Q&A interactions recorded. Notably, students without a background in AI or with limited prior knowledge tended to use the VTA more frequently, indicating that the system provided practical support as a learning aid, especially for those who needed it most. The analysis also showed that students tended to ask the VTA more frequently about theoretical concepts than they did with human TAs. This suggests that the AI teaching assistant created an environment where students felt free to ask questions without fear of judgment or discomfort, thereby encouraging more active engagement in the learning process. According to surveys conducted before, during, and after the course, students reported increased trust, response relevance, and comfort with the VTA over time. In particular, students who had previously hesitated to ask human TAs questions showed higher levels of satisfaction when interacting with the AI teaching assistant. < Figure 1. Internal structure of the AI Teaching Assistant (VTA) applied in this course. It follows a Retrieval-Augmented Generation (RAG) structure that builds a vector database from course materials (PDFs, recorded lectures, coding practice materials, etc.), searches for relevant documents based on student questions and conversation history, and then generates responses based on them. > Professor Yoonjae Choi, the lead instructor of the course and principal investigator of the study, stated, “The significance of this research lies in demonstrating that AI technology can provide practical support to both students and instructors. We hope to see this technology expanded to a wider range of courses in the future.” The research team has released the system’s source code on GitHub, enabling other educational institutions and researchers to develop their own customized learning support systems and apply them in real-world classroom settings. < Figure 2. Initial screen of the AI Teaching Assistant (VTA) introduced in the "Programming for AI" course. It asks for student ID input along with simple guidelines, a mechanism to ensure that only registered students can use it, blocking indiscriminate external access and ensuring limited use based on students. > The related paper, titled “A Large-Scale Real-World Evaluation of an LLM-Based Virtual Teaching Assistant,” was accepted on May 9, 2025, to the Industry Track of ACL 2025, one of the most prestigious international conferences in the field of Natural Language Processing (NLP), recognizing the excellence of the research. < Figure 3. Example conversation with the AI Teaching Assistant (VTA). When a student inputs a class-related question, the system internally searches for relevant class materials and then generates an answer based on them. In this way, VTA provides learning support by reflecting class content in context. > This research was conducted with the support of the KAIST Center for Teaching and Learning Innovation, the National Research Foundation of Korea, and the National IT Industry Promotion Agency.
2025.06.05 View 5827