# ClickSight: Interpreting Student Clickstreams to Reveal Insights on Learning Strategies via LLMs

arXiv: https://arxiv.org/abs/2505.15410 · HTML: https://mlsanity.com/paper/2505.15410/

## Key facts

- No citing papers in the map yet (data through 14 Oct 2026).
- Builds on 8 of its 27 references that are in the map.
- First posted on arXiv 21 May 2025.

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

- [Chain-of-Thought Prompting Elicits Reasoning in Large Language Models](https://mlsanity.com/paper/2201.11903/) (2022)
- [Large Language Models are Zero-Shot Reasoners](https://mlsanity.com/paper/2205.11916/) (2022)
- [Large Language Models as General Pattern Machines](https://mlsanity.com/paper/2307.04721/) (2023)
- [Automating Human Tutor-Style Programming Feedback: Leveraging GPT-4 Tutor Model for Hint Generation and GPT-3.5 Student Model for Hint Validation](https://mlsanity.com/paper/2310.03780/) (2023)
- [Automated Educational Question Generation at Different Bloom's Skill Levels using Large Language Models: Strategies and Evaluation](https://mlsanity.com/paper/2408.04394/) (2024)
- [Prompt Chaining or Stepwise Prompt? Refinement in Text Summarization](https://mlsanity.com/paper/2406.00507/) (2024)
- [Generative AI for Education (GAIED): Advances, Opportunities, and Challenges](https://mlsanity.com/paper/2402.01580/) (2024)
- [Analyzing Student Strategies In Blended Courses Using Clickstream Data](https://mlsanity.com/paper/2006.00421/) (2020)

## Abstract (arXiv)

Clickstream data from digital learning environments offer valuable insights into students' learning behaviors, but are challenging to interpret due to their high dimensionality and granularity. Prior approaches have relied mainly on handcrafted features, expert labeling, clustering, or supervised models, therefore often lacking generalizability and scalability. In this work, we introduce ClickSight, an in-context Large Language Model (LLM)-based pipeline that interprets student clickstreams to reveal their learning strategies. ClickSight takes raw clickstreams and a list of learning strategies as input and generates textual interpretations of students' behaviors during interaction. We evaluate four different prompting strategies and investigate the impact of self-refinement on interpretation quality. Our evaluation spans two open-ended learning environments and uses a rubric-based domain-expert evaluation. Results show that while LLMs can reasonably interpret learning strategies from clickstreams, interpretation quality varies by prompting strategy, and self-refinement offers limited improvement. ClickSight demonstrates the potential of LLMs to generate theory-driven insights from educational interaction data.