arXiv:2602.18479v1 Announce Type: cross Abstract: This paper presents a large language model (LLM) agent named AgentCAT, which extracts and analyzes catalytic reaction data from chemical engineering papers, %and supports natural language based interactive analysis of the extracted data. AgentCAT serves as an alternative to overcome the long-standing data bottleneck in chemical engineering field, and its natural language based interactive data analysis functionality is friendly to the community. AgentCAT also presents a formal abstraction and challenge analysis of the catalytic reaction data extraction task in an artificial intelligence-friendly manner. This abstraction would help the artificial intelligence community understand this problem and in turn would attract more attention to address it. Technically, the complex catalytic process leads to complicated dependency structure in catalytic reaction data with respect to elementary reaction steps, molecular behaviors, measurement evidence, etc. This dependency structure makes it challenging to guarantee the correctness and completeness of data extraction, as well as representing them for analysis. AgentCAT addresses this challenge and it makes four folds of technical contributions: (1) a schema-governed extraction pipeline with progressive schema evolution, enabling robust data extraction from chemical engineering papers; (2) a dependency-aware reaction-network knowledge graph that links catalysts/active sites, synthesis-derived descriptors, mechanistic claims with evidence, and macroscopic outcomes, preserving process coupling and traceability; (3) a general querying module that supports natural-language exploration and visualization over the constructed graph for cross-paper analysis; (4) an evaluation on $\sim$800 peer-reviewed chemical engineering publications demonstrating the effectiveness of AgentCAT.

arXiv:2602.18807v1 Announce Type: cross Abstract: We evaluate GPTutor, an LLM-powered tutoring system for an undergraduate discrete mathematics course. It integrates two LLM-supported tools: a structured proof-review tool that provides embedded feedback on students' written proof attempts, and a chatbot for math questions. In a staggered-access study with 148 students, earlier access was associated with higher homework performance during the interval when only the experimental group could use the system, while we did not observe this performance increase transfer to exam scores. Usage logs show that students with lower self-efficacy and prior exam performance used both components more frequently. Session-level behavioral labels, produced by human coding and scaled using an automated classifier, characterize how students engaged with the chatbot (e.g., answer-seeking or help-seeking). In models controlling for prior performance and self-efficacy, higher chatbot usage and answer-seeking behavior were negatively associated with subsequent midterm performance, whereas proof-review usage showed no detectable independent association. Together, the findings suggest that chatbot-based support alone may not reliably support transfer to independent assessment of math proof-learning outcomes, whereas work-anchored, structured feedback appears less associated with reduced learning.