Reducing Barriers to Academic Support: Evaluating a Course-Specific RAG System for Addressing Help-Seeking Disparities in Higher Education

Andy Gray, Jake Hobbs

Access to academic support is a key determinant of student success, yet students experience it unequally: some readily seek help from lecturers or tutors, while others hesitate due to anxiety, fear of judgement, uncertainty about expectations, or low confidence in their understanding. This may be especially evident in computing education, where programming tasks are cumulative and cognitively demanding. Although students increasingly turn to general-purpose generative AI tools, these can produce responses that are inaccurate, insufficiently contextualised, or misaligned with module expectations. This study presents and evaluates Beacon, a course-specific Retrieval-Augmented Generation (RAG) system providing private, immediate, module-aligned academic support. Grounding responses in approved teaching materials, Beacon was designed to lower barriers to help-seeking while encouraging independent learning. Using a design-based research approach, Beacon was developed iteratively and evaluated via mixed methods, combining questionnaires and semi-structured interviews with students and staff at a Higher Education institution. Students described Beacon's responses as closely aligned with…