# BoilerTAI: A Platform for Enhancing Instruction Using Generative AI in Educational Forums

arXiv: https://arxiv.org/abs/2409.13196 · HTML: https://mlsanity.com/paper/2409.13196/

## Key facts

- Cited by 2 papers in the map (data through 14 Oct 2026).
- Builds on 8 of its 41 references that are in the map.
- First posted on arXiv 20 Sep 2024.

## Builds on (most cited first, 8 of 8)

- [GitHub Copilot AI pair programmer: Asset or Liability?](https://mlsanity.com/paper/2206.15331/) (2022)
- [Programming Is Hard -- Or at Least It Used to Be: Educational Opportunities And Challenges of AI Code Generation](https://mlsanity.com/paper/2212.01020/) (2022)
- [Students' Voices on Generative AI: Perceptions, Benefits, and Challenges in Higher Education](https://mlsanity.com/paper/2305.00290/) (2023)
- [Trust in Generative AI among students: An Exploratory Study](https://mlsanity.com/paper/2310.04631/) (2023)
- [ChatGPT in the Classroom: An Analysis of Its Strengths and Weaknesses for Solving Undergraduate Computer Science Questions](https://mlsanity.com/paper/2304.14993/) (2023)
- [Generative AI: Implications and Applications for Education](https://mlsanity.com/paper/2305.07605/) (2023)
- [Generative AI Assistants in Software Development Education: A vision for integrating Generative AI into educational practice, not instinctively defending against it](https://mlsanity.com/paper/2303.13936/) (2023)
- [Innovating Computer Programming Pedagogy: The AI-Lab Framework for Generative AI Adoption](https://mlsanity.com/paper/2308.12258/) (2023)

## Built on by (most cited first, 2 of 2)

- [Bringing Pedagogy into Focus: Evaluating Virtual Teaching Assistants' Question-Answering in Asynchronous Learning Environments](https://mlsanity.com/paper/2509.17961/) (2025)
- [Is Solving Better Than Evaluating GenAI Solutions?](https://mlsanity.com/paper/2607.27586/) (2026)

## Abstract (arXiv)

Contribution: This Full paper in the Research Category track describes a practical, scalable platform that seamlessly integrates Generative AI (GenAI) with online educational forums, offering a novel approach to augment the instructional capabilities of staff. The platform empowers instructional staff to efficiently manage, refine, and approve responses by facilitating interaction between student posts and a Large Language Model (LLM). This contribution enhances the efficiency and effectiveness of instructional support and significantly improves the quality and speed of responses provided to students, thereby enriching the overall learning experience. Background: Grounded in Vygotsky's socio-cultural theory and the concept of the More Knowledgeable Other (MKO), the study examines how GenAI can act as an auxiliary MKO to enrich educational dialogue between students and instructors. Research Question: How effective is GenAI in reducing the workload of instructional staff when used to pre-answer student questions posted on educational discussion forums? Methodology: Using a mixed-methods approach in large introductory programming courses, human Teaching Assistants (AI-TAs) employed an AI-assisted platform to pre-answer student queries. We analyzed efficiency indicators like the frequency of modifications to AI-generated responses and gathered qualitative feedback from AI-TAs. Findings: The findings indicate no significant difference in student reception to responses generated by AI-TAs compared to those provided by human instructors. This suggests that GenAI can effectively meet educational needs when adequately managed. Moreover, AI-TAs experienced a reduction in the cognitive load required for responding to queries, pointing to GenAI's potential to enhance instructional efficiency without compromising the quality of education.