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Paper ID:IJSREM63500

LectureLM: Intelligent Lecture Understanding and Interactive Learning Model

Stream/Area:

-

Subject:

-

Paper ID:

IJSREM63500

Volume:

10 |

5 |

May 2026

Pages:

1-4

Publication Frequency:

Monthly (12 issues per year)

DOI
Digital Object Identifier
10.55041/IJSREM63500

License:International Journal of Scientific Research in Engineering and Management follows the Creative Commons Attribution 4.0 (CC BY 4.0) License, allowing free use and distribution with proper attribution.

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Authors

Harshwardhan Singh

Harshwardhan Singh

Computer Science Engineering

Bhagwan Parshuram Institute of Technology, Delhi, India

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MD. Sadain Siddiqui

MD. Sadain Siddiqui

Computer Science Engineering

Bhagwan Parshuram Institute of Technology, Delhi, India

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Kushal

Kushal

Computer Science Engineering

Bhagwan Parshuram Institute of Technology, Delhi, India

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Krish Sharma

Krish Sharma

Computer Science Engineering

Bhagwan Parshuram Institute of Technology, Delhi, India

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Abstract

We propose LectureLM, an AI-powered web application for understanding and interactively studying lecture videos. The system automatically retrieves transcripts from YouTube via the YouTube Data API, falling back to GPT-4o-generated synthetic transcripts when captions are unavailable, and uses them to produce structured notes in JSON format. Unlike prior summarization tools, LectureLM features multiple learning modes: comprehensive full-text notes, scanning for key ideas, an adaptive multiple-choice quiz engine (1–20 questions), a Retrieval-Augmented Generation (RAG)-grounded Q&A chat interface, and a plain-language concept simplifier. A lightweight session-memory module tracks weak and strong topics across a user’s session and dynamically adjusts difficulty. The system is implemented in Python using Streamlit for the user interface and the OpenAI API for all AI-powered features. We describe the architecture, individual component design, and proposed evaluation methods including ROUGE metrics, quiz accuracy, and direct human assessment. Future work includes multimodal inputs and persistent user profiles.

KEYWORDS

Keywords: Large Language Models (LLM) Transcript Processing Artificial Intelligence (AI) Session Memory Text Summarization Retrieval-Augmented Generation (RAG)

Cite This Article

Harshwardhan Singh, MD. Sadain Siddiqui, Kushal, Krish Sharma, "LectureLM: Intelligent Lecture Understanding and Interactive Learning Model," International Journal of Scientific Research in Engineering and Management, vol. 10, no. 5, pp. 1-4, May 2026. https://doi.org/10.55041/IJSREM63500

Full Article/Conclusion

We presented LectureLM, a Python-Streamlit application that transforms YouTube lecture videos into structured, adaptive, and interactive study sessions. The system addresses a genuine gap in the current landscape of AI-powered educational tools: it does not merely summarize, but learns from and adapts to the learner’s performance. Key contributions include the four-layer architecture, the session Memory module, the RAG-grounded Q&A interface, and the adaptive quiz engine. Remaining work includes multimodal inputs, persistent user profiles, and a formal user study with statistical analysis.

References

[1]  F. Retkowski et al., “End-to-End Neural ASR with Fluency Error Detection,” arXiv:2504.08024, 2025. [2]  L. Benedetto et al., “AI-Generated Summaries for Educational Video Content: Challenges and Opportunities,” J. Educational Technology, vol. 18, no. 2, pp. 45–62, 2022. [3]  P. Ilampirayan et al., “Automatic Lecture Note Generation Using NLP,” Global Int. J. Emerging Technologies (GIJET), vol. 11, no. 2, pp. 35–48, 2021. [4]  S. Gupta and R. Sen, “Abstractive Summarization of Educational Videos Using Pretrained Transformers,” Int. J. for Multidisciplinary Research (IJFMR), vol. 8, Nov.–Dec. 2023. [5]  J. Holt et al., “BERT-Based Topic Clustering for Lecture Content Analysis,” arXiv:1906.04165, 2022. [6]  A. Bhargavi and V. Subha Rao, “Whisper-Powered Personalized Learning: GPT Models in Adaptive Study Environments,” arXiv:2410.04449, Oct. 2024.

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Publication Date

5/19/2026

Peer Review Type

Double-Blind Peer Review

Review Rounds: 2

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The authors declare no conflict of interest related to this research work.

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