Multimodal Document Question Answering (MDQA) systems commonly follow a retrieve-then-answer paradigm; however, the retrieval stage often introduces substantial noise, making an effective reranking component indispensable. Existing reranker training frameworks in MDQA rely predominantly on proxy supervision derived from human annotations or large language model (LLM) outputs, which are frequently noisy and, more critically, misaligned with downstream answer quality. To overcome this limitation, we propose AD-Reranker, a novel framework that shifts reranker training from proxy imitation to answer-driven utility optimization. Specifically, we reformulate the reranker as an environment-grounded agent that interacts with a downstream reader, modeled as a deterministic environment. We further design a composite reward function that integrates answer correctness, thereby explicitly incentivizing ranking strategies aligned with downstream task performance. To optimize the agent, we adopt Group Relative Policy Optimization (GRPO), enabling stable and effective group-wise policy learning. Empirical results demonstrate that AD-Reranker achieves superior reranking quality and an optimal accuracy-efficiency trade-off. When integrated into standard MDQA pipelines, AD-Reranker improves accuracy by 1.9%–5.0% while reducing the reader's context token consumption by 15%–52%, providing strong evidence for the effectiveness of answer-driven reranker training.

Retrieval-Augmented Generation (RAG) enhances Large Language Models (LLMs) by retrieving relevant document from external knowledge sources. By referencing this external knowledge, RAG effectively reduces the generation of factually incorrect content and addresses hallucination issues within LLMs. Recently, there has been growing attention to improving the performance and efficiency of RAG systems from various perspectives. While these advancements have yielded significant results, the application of RAG in domains with considerable societal implications raises a critical question about fairness: What impact does the introduction of the RAG paradigm have on the fairness of LLMs? To address this question, we conduct extensive experiments by varying the LLMs, retrievers, and retrieval sources. Our experimental analysis reveals that the scale of the LLMs plays a significant role in influencing fairness outcomes within the RAG framework. When the model scale is smaller than 8B, the integration of retrieval mechanisms often exacerbates unfairness in small-scale LLMs (e.g., LLaMA3.2-1B, Mistral-7B, and LLaMA3-8B). To mitigate the fairness issues introduced by RAG for small-scale LLMs, we propose two approaches, FairFT and FairFilter. Specifically, in FairFT, we align the retriever with the LLM in terms of fairness, enabling it to retrieve documents that facilitate fairer model outputs. In FairFilter, we propose a fairness filtering mechanism to filter out biased content after retrieval. Finally, we validate our proposed approaches on real-world datasets, demonstrating their effectiveness in improving fairness while maintaining performance.

Graph Neural Networks (GNNs) have been widely used across various fields under the homophily assumption that connected nodes are similar. However, in heterophilic graphs, where connected nodes tend to have dissimilar features, existing GNNs still face some limitations. From the perspective of structure, shallow GNNs could not capture the high-order node information, whereas deep GNNs may suffer from the over-smoothing problem. From the perspective of feature, the useful information of high-order similar nodes is often weakened by low-order dissimilar nodes in the feature update phase. To address the above problems, we propose a Global Structure-aware and Feature-augmented Graph Neural Network (GSF-GNN) to alleviate the limitations from the perspectives of structure and feature. Specifically, from the structure perspective, we design a Structure-based Global Propagation (SGP) module to establish global connections among nodes and adaptively adjust edge weights for message propagation. From the feature perspective, we introduce a Feature-augmented Compensatory Update (FCU) module, which employs a multi-view feature updating mechanism to enhance node features from different perspectives. Our theoretical analysis formally demonstrates the effectiveness of GSF-GNN in heterophilic graphs. Experiments on heterophilic and homophilic benchmark datasets validate the effectiveness of GSF-GNN across various graph structures. Moreover, GSF-GNN achieves stable performance across multiple layers and effectively alleviates the over-smoothing problem. Our codes are available on https://github.com/huijieliu2023/GSF-GNN .

Knowledge Tracing (KT), a pivotal component of intelligent tutoring systems, models the evolution of student knowledge states to predict future performance. While KT fundamentally relies on the premise that performance on similar questions is highly correlated, existing approaches often depend on generalized question representations, neglecting the rich, multi-faceted nature of question attributes. To address this limitation, we propose the Hierarchical Question Attribute-Fused KT (HQAF-KT) model, a novel architecture that deconstructs question similarity through three hierarchical dimensions: inherent, dynamic, and statistical. HQAF-KT first enriches foundational representations by integrating inherent question attributes. It then deploys a Dynamic Computing module that leverages student-specific dynamic attributes to personalize similarity assessments based on individual cognitive contexts. Furthermore, a Statistic Correction module refines generalized statistical attributes to account for unique student abilities. This hierarchical fusion enables a nuanced, individualized modeling of question relationships. Extensive experiments on three large-scale, real-world datasets demonstrate that HQAF-KT significantly outperforms state-of-the-art baselines by effectively capturing multi-level question similarity.

User modeling serves as a crucial foundation for researchers to capture useful potential characteristics, playing a pivotal role in various applications such as recommender systems. One common challenge in user modeling is the cold-start problem, where interactions are notably limited for new users. To tackle this issue, the paradigm of meta-learning has been introduced to user modeling, yielding promising results. Similar to a guidebook for a new traveler, meta-learning significantly influences decision-making for new users in critical scenarios, such as career recommendations. Consequently, the issue of fairness in meta-learning has become paramount. Several methods have been proposed to mitigate unfairness in meta-learning and have shown promising results. However, a fundamental question remains unexplored: What is the critical factor leading to unfairness in meta-learned user modeling? Through theoretical analysis that integrates the meta-learning paradigm with group fairness metrics, we identify group proportion imbalance as a critical factor. Subsequently, another question arises: How can we mitigate the influence of this factor to enhance fairness while ensuring accuracy? To this end, we introduce a novel F airness-aware A daptive S ampling framework for me T a-learning, abbreviated as FAST. Its core concept involves adaptively adjusting the sampling distribution for different user groups during the interleaved training process of meta-learning. Moreover, we provide theoretical guarantees demonstrating the convergence of FAST, showcasing its potential to effectively eliminate unfairness. Furthermore, to ensure model accuracy, we enhance FAST with FAST+ by introducing a hybrid sampling strategy at an individual level. This strategy prioritizes fairness and thoroughly explores important users during the sampling process, allowing for a better accuracy-fairness tradeoff. Finally, we conduct extensive experiments on real-world datasets, which demonstrate the effectiveness of both FAST and FAST+ frameworks.

Empowering large language models (LLMs) with effective tool utilization capabilities is crucial for enabling AI agents to solve complex problems. However, current models face two major limitations: (1) unreliable tool planning and invocation due to low-quality instruction datasets (e.g., widespread hallucinated API calls), and (2) weak tool reflection abilities (over 90% of errors cannot be corrected) resulting from static imitation learning. To address these critical limitations, we propose Tool-MVR, a novel Tool-Augmented LLM that achieves comprehensive System 2 reasoning through two key innovations. Specifically, we first introduce Multi-Agent Meta-Verification (MAMV), a systematic pipeline that rigorously validates APIs, queries, and reasoning trajectories to construct ToolBench-V, a new high-quality instruction dataset that addresses the limitation of unreliable tool planning and invocation. Second, we propose Exploration-based Reflection Learning (EXPLORE), which enhances tool reflection capabilities by leveraging tool feedback through a dynamic "Error → Reflection → Correction" learning paradigm, resulting in our reflection dataset ToolBench-R and addressing the critical weakness in tool reflection. Finally, we obtain Tool-MVR by finetuning open-source LLMs (e.g., Qwen-7B) on both ToolBench-V and ToolBench-R. Our experiments demonstrate that Tool-MVR achieves state-of-the-art performance on StableToolBench, surpassing both ToolLLM (by 23.9%) and GPT-4 (by 15.3%) while reducing API calls by 31.4%, with strong generalization capabilities across unseen tools and scenarios. Additionally, on our proposed RefineToolBench, the first benchmark specifically designed to evaluate tool reflection capabilities. Tool-MVR achieves a 58.9% error correction rate, significantly outperforming ToolLLM's 9.1%.

In the pursuit of enhancing software reusability and developer productivity, code search has emerged as a key area, aimed at retrieving code snippets relevant to functionalities based on natural language queries. Despite significant progress in self-supervised code pre-training utilizing the vast amount of code data in repositories, existing methods have primarily focused on leveraging contrastive learning to align natural language with function-level code snippets. These studies have overlooked the abundance of fine-grained (such as block-level and statement-level) code snippets prevalent within the function-level code snippets, which results in suboptimal performance across all levels of granularity. To address this problem, we first construct a multi-granularity code search dataset called MGCodeSearchNet, which contains 536K+ pairs of natural language and code snippets. Subsequently, we introduce a novel Multi-Granularity Self-Supervised contrastive learning code Search framework (MGS3). First, MGS3 features a Hierarchical Multi-Granularity Representation module (HMGR), which leverages syntactic structural relationships for hierarchical representation and aggregates fine-grained information into coarser-grained representations. Then, during the contrastive learning phase, we endeavor to construct positive samples of the same granularity for fine-grained code, and introduce in-function negative samples for fine-grained code. Finally, we conduct extensive experiments on code search benchmarks across various granularities, demonstrating that the framework exhibits outstanding performance in code search tasks of multiple granularities. These experiments also showcase its model-agnostic nature and compatibility with existing pre-trained code representation models.

Memory behavior modeling is a key topic in cognitive psychology and education. Traditional approaches use experimental data to build memory equations, but these models often lack precision and are debated in form. Recently, data-driven methods have improved predictive accuracy but struggle with interpretability, limiting cognitive insights. Although knowledge-informed neural networks have succeeded in fields like physics, their use in behavior modeling is still limited. This paper proposes a Self-evolving Psychology-informed Neural Network (SPsyINN), which leverages classical memory equations as knowledge modules to constrain neural network training. To address challenges such as the difficulty in quantifying descriptors and the limited interpretability of classical memory equations, a genetic symbolic regression algorithm is introduced to conduct evolutionary searches for more optimal expressions based on classical memory equations, enabling the mutual progress of the knowledge module and the neural network module. Specifically, the proposed approach combines genetic symbolic regression and neural networks in a parallel training framework, with a dynamic joint optimization loss function ensuring effective knowledge alignment between the two modules. Then, for addressing the training efficiency differences arising from the distinct optimization methods and computational hardware requirements of genetic algorithms and neural networks, an asynchronous interaction mechanism mediated by proxy data is developed to facilitate effective communication between modules and improve optimization efficiency. Finally, a denoising module is integrated into the neural network to enhance robustness against data noise and improve generalization performance. Experimental results on five large-scale real-world memory behavior demonstrate that SPsyINN outperforms state-of-the-art methods in predictive accuracy. Ablation studies confirm the model's co-evolution capability, improving accuracy while discovering more interpretable memory equations, showing its potential for psychological research. Our code is released at: https://github.com/JiaqiDijon/SPsyINN

Within the domain of Massively Multiplayer Online (MMO) economy research, Agent-Based Modeling (ABM) has emerged as a robust tool for analyzing game economics, evolving from rule-based agents to decision-making agents enhanced by reinforcement learning. Nevertheless, existing works encounter significant challenges when attempting to emulate human-like economic activities among agents, particularly regarding agent reliability, sociability, and interpretability.In this study, we take a preliminary step in introducing a novel approach using Large Language Models (LLMs) in MMO economy simulation. Leveraging LLMs' role-playing proficiency, generative capacity, and reasoning aptitude, we design LLM-driven agents with human-like decision-making and adaptability. These agents are equipped with the abilities of role-playing, perception, memory, and reasoning, addressing the aforementioned challenges effectively. Simulation experiments focusing on in-game economic activities demonstrate that LLM-empowered agents can promote emergent phenomena like role specialization and price fluctuations in line with market rules.

An intelligent code search engine tries to find and suggest a code piece given a developer's query quickly from a large-scale program database, which can significantly promote software development efficiency. Existing solutions can search the relevant codes to some extent. However, most of them fail to precisely understand the search intent of developers since they only mine their natural language queries, while ignoring the valuable programming context (e.g., the code written by the developer). In this paper, we study the novel problem of context-aware code search. To promote a step forward, we first provide the CodeSearchNet-C dataset with constructing sufficient programming context from the GitHub website for each query-code instance. The dataset is supplemented on the CodeSearchNet benchmark, ensuring both generality and comparability for relevant research. Then, by analyzing the characteristics of programming context, we propose a novel two-stage Context-aware Code Retrieval (ConCR) framework. In the first stage, we propose a Context Walking algorithm, which simulates the programming habits of different developers. The generated programming context could ensure the diversity of search intent among developers. In the second stage, imitating the reading habits of developers, we introduce a novel Context Hierarchical Encoder, to understand the search intent with contextual information from local to global. Our ConCR framework is general, and we give three implementations on the basis of typical code search models as backbones. Extensive experimental results clearly prove that our ConCR significantly enhances the code search performance, effectively fulfilling developers' needs for efficient code resource searching on the web. These results also verify the necessity of introducing programming context to understand developers' intent.

In digital education, Cognitive Diagnosis (CD) is essential for modeling learners' cognitive states, such as problem-solving ability and knowledge proficiency, by analyzing their response data, like answer correctness. However, traditional CD methods struggle with effectiveness and efficiency. They fail to capture the diversity and uncertainty of learners' cognitive states. Additionally, response prediction can be time-consuming. To address these issues, we propose BoxCD, a contrastive probabilistic box embedding model for cognitive diagnosis. BoxCD utilizes high-dimensional axis-aligned hyper-rectangles (boxes) to represent learners and exercises, with the volume of intersecting boxes used to predict learners' responses. This approach effectively captures semantic diversity and uncertainty while enhancing diagnostic effectiveness. To stabilize box embeddings, we integrate contrastive learning objectives with response prediction goals, optimizing the distance between positive and negative samples of learner and exercise boxes to improve uniformity. Additionally, we develop a rank-based response prediction method that leverages the geometric properties of box embeddings to assess learners' response correctness efficiently. Comprehensive experiments on two real-world datasets demonstrate that BoxCD outperforms traditional CD models in effectiveness and efficiency. This showcases its potential to enhance personalized learning in digital education platforms.

Math word problem (MWP) serves as a critical milestone for assessing the text mining ability and knowledge mastery level of models. Recent advancements have witnessed large language models (LLMs) showcasing remarkable performance on MWP. However, current LLMs still frequently exhibit logical errors, which highlights their inability to fully grasp the knowledge required for genuine step-by-step mathematical reasoning. To this end, in this paper, we propose a novel Knowledge-guided Solver (KNOS) framework that empowers LLMs to simulate human mathematical reasoning, whose core idea is toInvoke-Verify-Injectnecessary knowledge to solve MWP. We draw inspiration from the dual-process theory to construct two cooperative systems: aKnowledge Systemand anInference System. Specifically, theKnowledge Systememploys LLMs as the knowledge base and develops a novelknowledge invokerthat can elicit their relevant knowledge to support the strict step-level mathematical reasoning. In theInference System, we propose aknowledge verifierand aknowledge injectorto evaluate the knowledge rationality and further guide the step-wise symbolic deduction in an interpretable manner based on human cognitive mechanism, respectively. Moreover, to tackle the potential scarcity issue of mathematics-specific knowledge in LLMs, we consider an open-book exam scenario and propose an improved version of KNOS called EKNOS. In EKNOS, we meticulously designknowledge selectorsto extract the most relevant commonsense and math formulas from external knowledge sources for each reasoning step. This knowledge is utilized to assist theknowledge invokerin better stimulating LLMs’ reasoning abilities. Both KNOS and EKNOS are flexible to empower different LLMs. Our experiments with GPT3, ChatGPT, and GPT4 not only demonstrate their reasoning accuracy improvement but also show how they bring the strict step-wise interpretability of mathematical thinking.

Knowledge Tracing (KT) is a crucial research task for dynamically monitoring students' knowledge states, particularly in online education systems. Recently, knowledge tracing has gained significant attention and in-depth research. Most existing methods rely on students' response data for question understanding and modeling, which helps better updating students' knowledge states. Meanwhile, question ID is utilized to indicate and represent questions. However, this presents a challenge when transitioning to new, cold-start questions that few students has answered before. Also, prior work has overlooked the semantic modeling of questions, which could better assist in modeling the transfer of students' knowledge states. In this paper, we explore leveraging the power of Large Language Models (LLMs) to help understand questions for knowledge tracing, which benefits mitigating cold-start and sparse problems and modeling the transfer of students' knowledge states in a sophisticated manner. Specifically, we first design an attribute estimation module to estimate the attribute of the questions (e.g., difficulty, ability requirements, expected response time) by prompting Large Language Models. Subsequently, we have developed a question embedding module that incorporates graph attention network to effectively utilizing these attributes. Extensive experiments on various datasets demonstrate that our model outperforms existing state-of-the-art models and effectively addresses the problems of cold-start and sparsity. In addition, due to the estimation of multiple attributes of the questions, our model exhibits superior interpretability.

Learning to answer multi-step complex questions requires machines to perform like a human to think and reason step by step, which is one of the core abilities of a question answering system. Recent advancements have revealed that large language models exhibit remarkable reasoning capabilities by generating intermediate chain-of-thought rationales. However, the completeness of their rationales lacks assurance as they are susceptible to omitting steps and making factual errors. In this paper, drawing inspiration from human-like reasoning processes in answering multi-step questions, we explicitly plan the rationales to ensure their completeness. We propose a two-stage Decomposition-Evaluation (Dec-Eval) framework including a step decomposition stage and a rationale generation stage. Specifically, in the first stage, we decompose the complex question into simpler sub-ones and simulate a human's ability to grasp logical clues to ensure the integrity of step planning. Then, in the second stage, based on the sub-questions, we generate and evaluate rationales step by step. Both stages work together organically, improving the completeness of rationales and the accuracy of the answer. To further control the question answering process, we propose a novel knowledge injection mechanism that incorporates external knowledge to guide both stages. Extensive experiments on three challenging multi-step QA datasets demonstrate that Dec-Eval can explicitly generate more logical rationales, and significantly improve the reasoning performances of different backbone models.

Learning path recommendation aims to provide learners with a reasonable order of items to achieve their learning goals. Intuitively, the learning process on the learning path can be metaphorically likened to walking. Despite extensive efforts in this area, most previous methods mainly focus on the relationship among items but overlook the difficulty of items, which may raise two issues from a real walking perspective: (1) The path may be rough: When learners tread the path without considering item difficulty, it's akin to walking a dark, uneven road, making learning harder and dampening interest. (2) The path may be inefficient: Allowing learners only a few attempts on very challenging items before switching, or persisting with a difficult item despite numerous attempts without mastery, can result in inefficiencies in the learning journey. To conquer the above limitations, we propose a novel method named Difficulty-constrained Learning Path Recommendation (DLPR), which is aware of item difficulty. Specifically, we first explicitly categorize items into learning items and practice items, then construct a hierarchical graph to model and leverage item difficulty adequately. Then we design a Difficulty-driven Hierarchical Reinforcement Learning (DHRL) framework to facilitate learning paths with efficiency and smoothness. Finally, extensive experiments on three different simulators demonstrate our framework achieves state-of-the-art performance.

Student knowledge profile is the basis for adaptive learning applications in online learning resulting from modeling the student mastery of knowledge concepts. In recent years, typical works based on knowledge tracing (KT) expect to profile students and have achieved significant success for the next performance prediction. However, in practical online learning scenarios, current methods tend to suffer from the following challenges: 1) Prediction inconsistency: The accuracy of the next performance prediction is inconsistent with the accuracy of student knowledge profile prediction, which is the more required result. 2) Cold start of knowledge: In online learning scenarios, it is often necessary to profile some knowledge concepts without learning records in advance. In this paper, we propose a novel Graph-based Student Knowledge Profile Model (GSKPM), along with a new end-to-end training objective, to tackle these challenges. We first define a new training objective to ensure the model is capable of inferring consistent student knowledge profiles. Then in this model, a two-stage hyper-aggregation process is employed to make full use of the topological relations between knowledge concepts and knowledge domains to provide information during profiling, especially for cold start knowledge concepts. Finally, through extensive experiments on real-world datasets, we will show that GSKPM achieves better prediction performances on student knowledge profiles and well deals with the cold start problem.

Unsupervised semantic hashing has emerged as an indispensable technique for fast image search, which aims to convert images into binary hash codes without relying on labels. Recent advancements in the field demonstrate that employing large-scale backbones (e.g., ViT) in unsupervised semantic hashing models can yield substantial improvements. However, the inference delay has become increasingly difficult to overlook. Knowledge distillation provides a means for practical model compression to alleviate this delay. Nevertheless, the prevailing knowledge distillation approaches are not explicitly designed for semantic hashing. They ignore the unique search paradigm of semantic hashing, the inherent necessities of the distillation process, and the property of hash codes. In this paper, we propose an innovative Bit-mask Robust Contrastive knowledge Distillation (BRCD) method, specifically devised for the distillation of semantic hashing models. To ensure the effectiveness of two kinds of search paradigms in the context of semantic hashing, BRCD first aligns the semantic spaces between the teacher and student models through a contrastive knowledge distillation objective. Additionally, to eliminate noisy augmentations and ensure robust optimization, a cluster-based method within the knowledge distillation process is introduced. Furthermore, through a bit-level analysis, we uncover the presence of redundancy bits resulting from the bit independence property. To mitigate these effects, we introduce a bit mask mechanism in our knowledge distillation objective. Finally, extensive experiments not only showcase the noteworthy performance of our BRCD method in comparison to other knowledge distillation methods but also substantiate the generality of our methods across diverse semantic hashing models and backbones. The code for BRCD is available at https://github.com/hly1998/BRCD.

Personalized learner modeling using cognitive diagnosis (CD), which aims to model learners' cognitive states by diagnosing learner traits from behavioral data, is a fundamental yet significant task in many web learning services. Existing cognitive diagnosis models (CDMs) follow theproficiency-response paradigm that views learner traits and question parameters as trainable embeddings and learns them through learner performance prediction. However, we notice that this paradigm leads to the inevitable non-identifiability and explainability overfitting problem, which is harmful to the quantification of learners' cognitive states and the quality of web learning services. To address these problems, we propose an identifiable cognitive diagnosis framework (ID-CDF) based on a novelresponse-proficiency-response paradigm inspired by encoder-decoder models. Specifically, we first devise the diagnostic module of ID-CDF, which leverages inductive learning to eliminate randomness in optimization to guarantee identifiability and captures the monotonicity between overall response data distribution and cognitive states to prevent explainability overfitting. Next, we propose a flexible predictive module for ID-CDF to ensure diagnosis preciseness. We further present an implementation of ID-CDF, i.e., ID-CDM, to illustrate its usability. Extensive experiments on four real-world datasets with different characteristics demonstrate that ID-CDF can effectively address the problems without loss of diagnosis preciseness. Our code is available at https://github.com/CSLiJT/ID-CDF.

Knowledge-based question answering (KBQA) is a key task in natural language processing research, and also an approach to access the web data and knowledge, which requires exploiting knowledge graphs (KGs) for reasoning. In the literature, one promising solution for KBQA is to incorporate the pretrained language model (LM) with KGs by generating KG-centered pretraining corpus, which has shown its superiority. However, these methods often depend on specific techniques and resources to work, which may not always be available and restrict its application. Moreover, existing methods focus more on improving language understanding with KGs, while neglect the more important human-like complex reasoning. To this end, in this paper, we propose a general K nowledge-I njected C urriculum P retraining framework (KICP) to achieve comprehensive KG learning and exploitation for KBQA tasks, which is composed of knowledge injection (KI), knowledge adaptation (KA) and curriculum reasoning (CR). Specifically, the KI module first injects knowledge into the LM by generating KG-centered pretraining corpus, and generalizes the process into three key steps that could work with different implementations for flexible application. Next, the KA module learns knowledge from the generated corpus with LM equipped with an adapter as well as keeps its original natural language understanding ability to reduce the negative impacts of the difference between the generated and natural corpus. Last, to enable the LM with complex reasoning, the CR module follows human reasoning patterns to construct three corpora with increasing difficulties of reasoning, and further trains the LM from easy to hard in a curriculum manner to promote model learning. We provide an implementation of the general framework, and evaluate the proposed KICP on four real-word datasets. The results demonstrate that our framework can achieve higher performances, and have good generalization ability to other QA tasks.

Cognitive diagnosis models have been widely used in different areas, especially intelligent education, to measure users' proficiency levels on knowledge concepts, based on which users can get personalized instructions. As the measurement is not always reliable due to the weak links of the models and data, the uncertainty of measurement also offers important information for decisions. However, the research on the uncertainty estimation lags behind that on advanced model structures for cognitive diagnosis. Existing approaches have limited efficiency and leave an academic blank for sophisticated models which have interaction function parameters (e.g., deep learning-based models). To address these problems, we propose a unified uncertainty estimation approach for a wide range of cognitive diagnosis models. Specifically, based on the idea of estimating the posterior distributions of cognitive diagnosis model parameters, we first provide a unified objective function for mini-batch based optimization that can be more efficiently applied to a wide range of models and large datasets. Then, we modify the reparameterization approach in order to adapt to parameters defined on different domains. Furthermore, we decompose the uncertainty of diagnostic parameters into data aspect and model aspect, which better explains the source of uncertainty. Extensive experiments demonstrate that our method is effective and can provide useful insights into the uncertainty of cognitive diagnosis.

Meta-learning has been widely employed to tackle the cold-start problem in user modeling. Similar to a guidebook for a new traveler, meta-learning significantly affects decision-making for new users in crucial scenarios, such as career recommendations. Consequently, the issue of fairness in meta-learning has gained paramount importance. Several methods have been proposed to mitigate unfairness in meta-learning and have shown promising results. However, a fundamental question remains unexplored: What is the critical factor leading to unfairness in meta-learned user modeling? Through the theoretical analysis that integrates the meta-learning paradigm with group fairness metrics, we identify group proportion imbalance as a critical factor. Subsequently, in order to mitigate the impact of this factor, we introduce a novel Fairness-aware Adaptive Sampling framework for meTa-learning, abbreviated as FAST. Its core concept involves adaptively adjusting the sampling distribution for different user groups during the interleaved training process of meta-learning. Furthermore, we provide theoretical guarantees demonstrating the convergence of FAST. Finally, empirical experiments conducted on three datasets reveal that FAST effectively enhances fairness while maintaining high accuracy. The code for FAST is available at https://github.com/zhengz99/FAST.

The field of education has undergone a significant revolution with the advent of intelligent systems and technology, which aim to personalize the learning experience, catering to the unique needs and abilities of individual learners. In this pursuit, a fundamental challenge is designing proper test for assessing the students’ cognitive status on knowledge and skills accurately and efficiently. One promising approach, referred to as Computerized Adaptive Testing (CAT), is to administrate computer-automated tests that alternately select the next item for each examinee and estimate their cognitive states given their responses to the selected items. Nevertheless, existing CAT systems suffer from inflexibility in item selection and ineffectiveness in cognitive state estimation, respectively. In this article, we propose a Model-Agnostic adaptive testing framework via Meta-leaned Gradient Embeddings, MAMGE for short, improving both item selection and cognitive state estimation simultaneously. For item selection, we design a Gradient Embedding-based Item Selector (GEIS) which incorporates the concept of gradient embeddings to represent items and selects the best ones that are both informative and representative. For cognitive state estimation, we propose a Meta-learned Cognitive State Estimator (MCSE) to automatically control the estimation process by learning to learn a proper initialization and dynamically inferred updates. Both MCSE and GEIS are inherently model-agnostic, and the two modules have an ingenious connection via meta-learned gradient embeddings. Finally, extensive experiments evaluate the effectiveness and flexibility of MAMGE.

With the explosive growth of scholarly information, researchers spend much time and effort copiously quoting authoritative works to support their ideas or motivations. We aim to alleviate this situation by proposing a citation recommendation strategy that recalls related papers for a rough idea (a piece of text, i.e., abstract, manuscript). However, the perspective of existing citation recommendations can not be well applied to our task for two defects. First, these methods neglect the reasoning of research topics, which makes the recommendation mechanism not meticulous enough and lacks explainability. For instance, they are not able to mine the hidden citing logic for the candidate paper while recommending. We fill the research gap by constructing structural topics consisting of knowledge concepts from the textual content, where reasoning paths between topics are extracted from an external knowledge graph. Second, the citation network is viewed as a crucial structural context to enhance the recommendation performance, but the new target idea does not have links to the citation network as published papers do. To simulate the prospective topological structure, our model, meanwhile, incorporates a contrastive-learning-based alignment paradigm to encourage the consistency of content embeddings and structure-oriented embeddings. We evaluate our proposed model on three real-world datasets and demonstrate that it significantly improves recommendation accuracy while providing high-quality knowledge-aware reasoning. And an interesting visual example illustrates the reasoning process when our model actually judges samples, which supports the feasibility of our topic-view learning paradigm.

The fundamental task of intelligent educational systems is to offer adaptive learning services to students, such as exercise recommendations and computerized adaptive testing. However, optimizing required models in these systems would always encounter the collection difficulty of high-quality interaction data in practice. Therefore, establishing a student simulator is of great value since it can generate valid interactions to help optimize models. Existing advances have achieved success but generally suffer from exposure bias and overlook long-term intentions. To tackle these problems, we propose a novel Direct-Adversarial Imitation Student Simulator (DAISim) by formulating it as a Markov Decision Process (MDP), which unifies the workflow of the simulator in training and generating to alleviate the exposure bias and single-step optimization problems. To construct the intentions underlying the complex student interactions, we first propose a direct imitation strategy to mimic the interactions with a simple reward function. Then, we propose an adversarial imitation strategy to learn a rational distribution with the reward given by a parameterized discriminator. Furthermore, we optimize the discriminator in adversarial imitation in a pairwise manner, and the theoretical analysis shows that the pairwise discriminator would improve the generation quality. We conduct extensive experiments on real-world datasets, where the results demonstrate that our DAISim can simulate high-quality student interactions whose distribution is close to real distribution and can promote several downstream services.

Math formulas (e.g., "distance = speed X time'') serve as one of the fundamental commonsense knowledge in human cognition, where humans naturally acquire and manipulate them in logical thinking for mathematical reasoning problems. However, existing reasoning models mainly focus on learning heuristic linguistics or patterns to generate answers, but do not pay enough attention on learning with such formula knowledge. Thus, they are not transparent (thus uninterpretable) in terms of understanding and grasping basic mathematical logic. In this paper, to promote a step forward in the domain, we first construct two datasets (Math23K-F and MAWPS-F) with precise annotations of formula usage in each reasoning step for math word problems. Especially, our datasets are refined on the benchmark datasets, and thus ensure the generality and comparability for relevant research. Then, we propose a novel Formula-mastered Solver (FOMAS) with the guidance of mastering formula knowledge to solve the problems. Specifically, we establish FOMAS with two systems drawing insight from the dual process theory, including a Knowledge System and a Reasoning System, to learn and apply formula knowledge, respectively. The Knowledge System accumulates the math formulas, where we propose a novel pretraining manner to mimic how humans grasp the mathematical logic behind them. Then, in the Reasoning System, we develop elaborate formula-guided symbol prediction and goal generation methods that retrieve the necessary formula knowledge from Knowledge System to improve both reasoning accuracy and interpretability. It organically simulates how humans conduct complex reasoning under the explicit instruction of math formulas. Experimental results prove that FOMAS has a stronger reasoning ability and achieves a more interpretable reasoning process, which verifies the necessity of introducing formula knowledge transparently.

Exploring how learners' knowledge states evolve during the learning activities is a critical task in online learning systems, which can facilitate personalized services downstream, such as course recommendation. Most of existing methods have devoted great efforts to analyzing learners' knowledge states according to their responses (i.e., right or wrong) to different questions. However, the significant effect of learners' learning behaviors (e.g., answering speed, the number of attempts) is omitted, which can reflect their knowledge acquisition deeper and ensure the reliability of the response. In this paper, we propose a Learning Behavior-oriented Knowledge Tracing (LBKT) model, with the goal of explicitly exploring the learning behavior effects on learners' knowledge states. Specifically, we first analyze and summarize several dominated learning behaviors including Speed, Attempts and Hints in the learning process. As the characteristics of different learning behaviors vary greatly, we separately estimate their various effects on learners' knowledge acquisition in a quantitative manner. Then, considering that different learning behaviors are closely dependent with each other, we assess the fused effect of multiple learning behaviors by capturing their complex dependent patterns. Finally, we integrate the forgetting factor with learners' knowledge acquisition to comprehensively update their changing knowledge states in learning. Extensive experimental results on several public datasets demonstrate that our model generates better performance prediction for learners against existing methods. Moreover, LBKT shows good interpretability in tracking learners' knowledge state by incorporating the learning behavior effects. Our codes are available at https://github.com/xbh0720/LBKT.

Crowdsourcing provides a practical approach for obtaining annotated data to train supervised learning models. However, since the crowd annotators may have different expertise domain and cannot always guarantee the high-quality annotations, learning from crowds generally suffers from the problem of unreliable results of introducing some noises, which makes it hard to achieve satisfying performance. In this work, we investigate the reliability of annotations to improve learning from crowds. Specifically, we first project annotator and data instance to factor vectors and model the complex interaction between annotator expertise and instance difficulty to predict annotation reliability. The learned reliability can be used to evaluate the quality of crowdsourced data directly. Then, we construct a new annotation, namely soft annotation, which serves as the gold label during the training. To recognize the different strengths of annotators, we model each annotator's confusion in an end-to-end manner. Extensive experimental results on three real-world datasets demonstrate the effectiveness of our method.

In recent years, pairwise methods, such as Bayesian Personalized Ranking (BPR), have gained significant attention in the field of collaborative filtering for recommendation systems. Group BPR is an extension of BPR that incorporates user groups to relax the strict assumption of independence between two users. However, the reliability of its user groups may be compromised as they only focus on a few behavioral similarities. To address this problem, this paper proposes a new entropy-weighted similarity measure for implicit feedback to quantify the relation between two users and sample like-minded user groups. We first introduce the group preference into several pairwise ranking algorithms and then utilize the entropy-weighted similarity to sample groups to further improve these algorithms. Unlike other approaches that rely solely on common item ratings, our method incorporates global information into the similarity measure, resulting in a more reliable approach to group sampling. We conducted experiments on two real-world datasets and evaluated our method using different metrics. The results show that our method can construct better user groups from sparse data and produce more accurate recommendations. Our approach can be applied to a wide range of recommendation systems, and this can significantly improve the performance of pairwise ranking algorithms, making it an effective tool for pairwise ranking.

Automatically generating controllable and diverse mathematical word problems (MWPs) which conform to equations and topics is a crucial task in information retrieval and natural language generation. Recent deep learning models mainly focus on improving the problem readability but overlook the mathematical logic coherence, which tends to generate unsolvable problems. In this paper, we draw inspiration from the human problem-designing process and propose a Mathematical structure Planning and Knowledge enhanced Generation model (MaPKG), following the "plan-then-generate" steps. Specifically, we propose a novel dynamic planning module to make sentence-level equation plans and a dual-attention mechanism for word-level generation, incorporating equation structure representation and external commonsense knowledge. Extensive experiments on two MWP datasets show our model can guarantee more solvable, high-quality, and diverse problems. Our code is available at https://github.com/KenelmQLH/MaPKG.git

In online games, predicting massive battle outcomes is a fundamental task of many applications, such as team optimization and tactical formulation. Existing works do not pay adequate attention to the massive battle. They either seek to evaluate individuals in isolation or mine simple pair-wise interactions between individuals, neither of which effectively captures the intricate interactions between massive units (e.g., individuals). Furthermore, as the team size increases, the phenomenon of diminishing marginal utility of units emerges. Such a diminishing pattern is rarely noticed in previous work, and how to capture it from data remains a challenge. To this end, we propose a novel Massive battle outcome predictor with margiNal Effect modules, namely MassNE, which comprehensively incorporates individual effects, cooperation effects (i.e., intra-team interactions) and suppression effects (i.e., inter-team interactions) for predicting battle outcomes. Specifically, we design marginal effect modules to learn how units’ marginal utility changing respect to their number, where the monotonicity assumption is applied to ensure rationality. In addition, we evaluate the current classical models and provide mathematical proofs that MassNE is able to generalize several earlier works in massive settings. Massive battle datasets generated by StarCraft II APIs are adopted to evaluate the performances of MassNE. Extensive experiments empirically demonstrate the effectiveness of MassNE, and MassNE can reveal reasonable cooperation effects, suppression effects, and marginal utilities of combat units from the data.

Knowledge Tracing (KT) aims at tracing the evolution of the knowledge states along the learning process of a learner. It has become a crucial task for online learning systems to model the learning process of their users, and further provide their users a personalized learning guidance. However, recent developments in KT based on deep neural networks mostly focus on increasing the accuracy of predicting the next performance of students. We argue that current KT modeling, as well as training paradigm, can lead to models tracing patterns of learner’s learning activities, instead of their evolving knowledge states. In this paper, we propose a new architecture, Diagnostic Transformer (DTransformer), along with a new training paradigm, to tackle this challenge. With DTransformer, we build the architecture from question-level to knowledge-level, explicitly diagnosing learner’s knowledge proficiency from each question mastery states. We also propose a novel training algorithm based on contrastive learning that focuses on maintaining the stability of the knowledge state diagnosis. Through extensive experiments, we will show that with its understanding of knowledge state evolution, DTransformer achieves a better performance prediction accuracy and more stable knowledge state tracing results. We will also show that DTransformer is less sensitive to specific patterns with case study. We open-sourced our code and data at https://github.com/yxonic/DTransformer.

In recent years, due to the explosive growth of patent applications, patent mining has drawn extensive attention and interest. An important issue of patent mining is that of recognizing the technologies contained in patents, which serves as a fundamental preparation for deeper analysis. To this end, in this article, we make a focused study on constructing a technology portrait for each patent, i.e., to recognize technical phrases concerned in it, which can summarize and represent patents from a technical perspective. Along this line, a critical challenge is how to analyze the unique characteristics of technical phrases and illustrate them with definite descriptions. Therefore, we first generate the detailed descriptions about the technical phrases existing in extensive patents based on different criteria, including various previous works, practical experience, and statistical analyses. Then, considering the unique characteristics of technical phrases and the complex structure of patent documents, such as multi-aspect semantics and multi-level relevances, we further propose a novel unsupervised model, namely TechPat, which can not only automatically recognize technical phrases from massive patents but also avoid the need for expensive human labeling. After that, we evaluate the extraction results from various aspects. Specifically, we propose a novel evaluation metric called Information Retrieval Efficiency (IRE) to quantify the performance of extracted technical phrases from a new perspective. Extensive experiments on real-world patent data demonstrate that the TechPat model can effectively discriminate technical phrases in patents and greatly outperform existing methods. We further apply extracted technical phrases to two practical application tasks, namely patent search and patent classification, where the experimental results confirm the wide application prospects of technical phrases. Finally, we discuss the generalization ability of our proposed methods.

Graph Neural Networks (GNNs) such as Graph Convolutional Networks (GCNs) can effectively learn node representations via aggregating neighbors based on the relation graph. However, despite a few exceptions, most of the previous work in this line does not consider the topical semantics underlying the edges, making the node representations less effective and the learned relation between nodes hard to explain. For instance, the current GNNs make us usually don’t know what is the reason for the connection of network nodes, such as the specific research topics cited in this article and the concerns among friends on social platforms. Some methods have begun to explore the extraction of relation semantics in recent related literature, but existing studies generally face two bottlenecks, i.e., either being unable to explain the mined latent relations to ensure their reasonableness and independence, or demanding the textual content of edges which is unavailable in most real-world datasets. Actually, these two issues are both crucial in practical use. In our work, we propose a novel Topic-Disentangled Graph Neural Network (TDG) to address the above two issues at the same time, which explores the relation topics from the perspective of node contents. We design an optimized graph topic module to handle node features to construct independent and explainable semantic subspaces, then the reasonable relation topics that correspond to these subspaces are assigned to each graph relation via a neighborhood routing mechanism. Our proposed model can be easily combined with related graph tasks to form an end-to-end model, to avoid the risk of deviation between node representation space and task space. To evaluate the efficiency of our model, sufficient node-related tasks are conducted on three public datasets in the experimental section. The results show the obvious superiority of TDG compared with the state-of-the-art models.

Hierarchical multi-label classification (HMC) deals with the problem of assigning each entity to multiple classes with a taxonomic structure (e.g., tree). Within this structure, classes at different levels tend to have dependencies under the hierarchy constraints. However, most prior studies for HMC tasks tend to ignore the class dependencies within the hierarchy. Moreover, most existing methods generate incoherent predictions and do not satisfy the hierarchy constraint. To this end, based on previously developed HARNN, we propose a general framework, HmcNet, for introducing explicit and implicit class hierarchy constraints to generate coherent predictions. We develop an efficient Prune-based Coherent Prediction (PCP) strategy for the optimal paths selection, which produces coherent predictions in a principled way. HmcNet can be well explained from two perspectives. First, it develops the Hierarchical Attention-based Memory (HAM) unit with implicit class hierarchy constraints to capture class dependencies more intuitively; Second, it subsumes explicit class hierarchy constraints during training and inference phases and generates coherent predictions in a consistent manner. Finally, extensive experimental results on six real-world datasets demonstrate the effectiveness and interpretability of the HmcNet frameworks. To facilitate future research, our code has been made publicly available.

Cognitive diagnosis is widely applicable in the scenarios where users’ cognitive states need to be assessed, such as games and clinical measurement. Especially in intelligent education, which has become increasingly popular recent decades, cognitive diagnosis serves as a fundamental module for discovering the proficiency level of students on specific knowledge concepts. Existing approaches usually mine linear interactions of student exercising process by manually designed function (e.g., logistic function). However, the cognitive interactions between students and exercises is a complex process, and excessive simplifications would lead to under fitting and thus get inaccurate diagnostic results. Besides, the manually designed interaction functions are relatively inflexible and limits their extensibility. This consequently causes lack of consideration about useful non-numerical information in the cognitive process besides response logs. In this article, we propose a general Neural Cognitive Diagnosis (NeuralCD) framework as well as several implemented models (a basic implementation NeuralCDM and three extensions), where we project students and exercises to factor vectors and incorporates neural networks to learn the complex exercising interactions. To ensure the interpretability of diagnostic results, which is essential for cognitive diagnosis, we apply an monotonicity assumption to our NeuralCD framework. Moreover, NeuralCD is a general framework and has good extensibility. We show the generality of NeuralCD through proving how it can cover some traditional models. Then, we demonstrate the extensibility of NeuralCD, which benefits future developments. On one hand, we demonstrate content-based extensions where we provide examples of exploring the rich contents of exercise texts (CNCD-Q and CNCD-F). On the other hand, we demonstrate a knowledge-association based extension to show that NeuralCD is flexible for structural adjustments so as to solve specific problems. For instance, we improve the diagnostic results on uncovered knowledge concepts of a student by extending NeuralCD with the knowledge associations consideration (KaNCD). Extensive experimental results on real-world datasets show the effectiveness of NeuralCD framework with both accuracy and interpretability.

Network representation learning or network embedding has attracted wide attention due to its effectiveness on various network-oriented applications in recent years. Though large efforts have been made, they usually model the interactions between nodes reflected by network structure and attributes in a coupled way. To this end, in this article, we comprehensively study the problem of learning attributed network embedding, which focuses on characterizing different types of interactions among nodes and alleviating the sparse attribute problem as well. Specifically, we propose a novel DeCoupled Network Embedding (DCNE) model to learn node representations in a unified framework. We first respectively project both nodes and attributes into low-dimensional vectorial space. Then, we introduce a novel ‘`decoupled-fusion’' learning process into each graph layer to iteratively generate the node embeddings. In particular, we propose two adapted graph convolution modules to decouple the learning of network structure and attributes respectively, and a fusion module to adaptively aggregate the information. Next, we adopt a modified mini-batch algorithm to iteratively aggregate the higher-order information of both nodes and attributes within a multi-task learning framework. Extensive experiments on five public datasets demonstrate that DCNE could outperform state-of-the-art methods on multiple benchmark tasks.

Many data mining tasks rely on graphs to model relational structures among individuals (nodes). Since relational data are often sensitive, there is an urgent need to evaluate the privacy risks in graph data. One famous privacy attack against data analysis models is the model inversion attack, which aims to infer sensitive data in the training dataset and leads to great privacy concerns. Despite its success in grid-like domains, directly applying model inversion attacks on non-grid domains such as graph leads to poor attack performance. This is mainly due to the failure to consider the unique properties of graphs. To bridge this gap, we conduct a systematic study on model inversion attacks against Graph Neural Networks (GNNs), one of the state-of-the-art graph analysis tools in this paper. First, in the white-box setting where the attacker has full access to the target GNN model, we present GraphMI to infer the private training graph data. Specifically in GraphMI, a projected gradient module is proposed to tackle the discreteness of graph edges and preserve the sparsity and smoothness of graph features; a graph auto-encoder module is used to efficiently exploit graph topology, node attributes, and target model parameters for edge inference; a random sampling module can finally sample discrete edges. Furthermore, in the hard-label black-box setting where the attacker can only query the GNN API and receive the classification results, we propose two methods based on gradient estimation and reinforcement learning (RL-GraphMI). With the proposed methods, we study the connection between model inversion risk and edge influence and show that edges with greater influence are more likely to be recovered. Extensive experiments over several public datasets demonstrate the effectiveness of our methods. We also evaluate our attacks under two defenses: one is the well-designed differential private training, and the other is graph preprocessing. Our experimental results show that such defenses are not sufficiently effective and call for more advanced defenses against privacy attacks.

Similar text search aims to find texts relevant to a given query from a database, which is fundamental in many information retrieval applications, such as question search and exercise search. Since millions of texts always exist behind practical search engine systems, a well-developed text search system usually consists of recall and ranking stages. Specifically, the recall stage serves as the basis in the system, where the main purpose is to find a small set of relevant candidates accurately and efficiently. Towards this goal, deep semantic hashing, which projects original texts into compact hash codes, can support good search performance. However, learning desired textual hash codes is extremely difficult due to the following problems. First, compact hash codes (with short length) can improve retrieval efficiency, but the demand for learning compact hash codes cannot guarantee accuracy due to severe information loss. Second, existing methods always learn the unevenly distributed codes in the space from a local perspective, leading to unsatisfactory code-balance results. Third, a large fraction of textual data contains various types of noise in real-world applications, which causes the deviation of semantics in hash codes. To this end, in this paper, we first propose a general unsupervised encoder-decoder semantic hashing framework, namely MASH (short for Memory-bAsed Semantic Hashing), to learn the balanced and compact hash codes for similar text search. Specifically, with a target of retaining semantic information as much as possible, the encoder introduces a novel relevance constraint among informative high-dimensional representations to guide the compact hash code learning. Then, we design an external memory where the hashing learning can be optimized in the global space to ensure the code balance of the learning results, which can promote search efficiency. Besides, to alleviate the performance degradation problem of the model caused by text noise, we propose an improved SMASH (short for denoiSing Memory-bAsed Semantic Hashing) model by incorporating a noise-aware encoder-decoder framework. This framework considers the noise degree for each text from the semantic deviation aspect, ensuring the robustness of hash codes. Finally, we conduct extensive experiments in three real-world datasets. The experimental results clearly demonstrate the effectiveness and efficiency of MASH and SMASH in generating balanced and compact hash codes, as well as the superior denoising ability of SMASH.

News recommender systems have become an effective manner to help users make decisions by suggesting the potential news that users may click and read, which has shown the proliferation nowadays. Many representative algorithms made great efforts to discover users’ preferences from the histories for triggering news recommendations. However, there exist some limitations due to the following two main issues. First, they mainly rely on the sufficient user data, which cannot well capture users’ temporal interests with very limited records. Second, always perceiving users’ histories for recommendation may ignore some important news (e.g., breaking news). In this article, we propose a novel Multi-factors Fusion model for news recommendation by integrating both user-dependent preference effect and user-independent timeliness effect together. First, to track the preference of a certain user, we decompose her reading history into two user-related factors, including the long-term habit and the short-term interest. Specifically, we extract her persistent habit by exploring the category effect of news that she focuses on from her whole records. Then, we characterize her temporary interests by proposing a recurrent neural network of analyzing the homogeneous relations between her latest clicked news and the candidate ones. Second, to describe the user-independent news timeliness effect, we propose a novel survival analysis model to estimate the instantaneous click probability of a certain news as the occurring probability of an event, where much sensational news tends to be picked out. Last, we fuse all effects to determine the probability of a user clicking on a certain news under the independent event assumption. We conduct extensive experiments on two real-world datasets. Experimental results demonstrate that our model can generate better news recommendations on both general scenario and cold-start scenario.

The generation of large amounts of personal data provides data centers with sufficient resources to mine idiosyncrasy from private records. User modeling has long been a fundamental task with the goal of capturing the latent characteristics of users from their behaviors. However, centralized user modeling on collected data has raised concerns about the risk of data misuse and privacy leakage. As a result, federated user modeling has come into favor, since it expects to provide secure multi-client collaboration for user modeling through federated learning. Unfortunately, to the best of our knowledge, existing federated learning methods that ignore the inconsistency among clients cannot be applied directly to practical user modeling scenarios, and moreover, they meet the following critical challenges: 1) Statistical heterogeneity . The distributions of user data in different clients are not always independently identically distributed (IID), which leads to unique clients with needful personalized information; 2) Privacy heterogeneity . User data contains both public and private information, which have different levels of privacy, indicating that we should balance different information shared and protected; 3) Model heterogeneity . The local user models trained with client records are heterogeneous, and thus require a flexible aggregation in the server; 4) Quality heterogeneity . Low-quality information from inconsistent clients poisons the reliability of user models and offsets the benefit from high-quality ones, meaning that we should augment the high-quality information during the process. To address the challenges, in this paper, we first propose a novel client-server architecture framework, namely Hierarchical Personalized Federated Learning (HPFL), with a primary goal of serving federated learning for user modeling in inconsistent clients. More specifically, the client train and deliver the local user model via the hierarchical components containing hierarchical information from privacy heterogeneity to join collaboration in federated learning. Moreover, the client updates the personalized user model with a fine-grained personalized update strategy for statistical heterogeneity. Correspondingly, the server flexibly aggregates hierarchical components from heterogeneous user models in the case of privacy and model heterogeneity with a differentiated component aggregation strategy. In order to augment high-quality information and generate high-quality user models, we expand HPFL to the Augmented-HPFL (AHPFL) framework by incorporating the augmented mechanisms, which filters out low-quality information such as noise, sparse information and redundant information. Specially, we construct two implementations of AHPFL, i.e., AHPFL-SVD and AHPFL-AE, where the augmented mechanisms follow SVD (singular value decomposition) and AE (autoencoder), respectively. Finally, we conduct extensive experiments on real-world datasets, which demonstrate the effectiveness of both HPFL and AHPFL frameworks.

Reasoning answers to mathematical problems requires machines to think and operate like a human to learn knowledge from mathematical data, which is one of the fundamental tasks for exploring general artificial intelligence. Most solutions focus on mimicking how humans understand problems, which generate the necessary expressions for answers. However, they are still far from enough since they ignore the core ability of humans to acquire knowledge from experience. In this paper, we propose a Cognitive Solver (CogSolver) that is capable of autonomously learning knowledge from scratch to solve mathematical problems, inspired by two cognitive science theories. Specifically, we draw one insight from the dual process theory to establish an intelligent BRAIN-ARM framework, and refer to another information processing theory to summarize the knowledge learning process into Store-Apply-Update steps. In CogSolver, the BRAIN system stores three types of mathematical knowledge, including semantics knowledge, relation knowledge, and mathematic rule knowledge. Then, the ARM system applies the knowledge in BRAIN to answer the problems. Specifically, we design a knowledge-aware module and a commutative module in ARM to improve its reasoning ability, where the knowledge is organically integrated into answer reasoning process. After solving the problems, BRAIN updates the stored knowledge according to the feedback of ARM, where we develop knowledge filters to eliminate the redundant ones and further form a more reasonable knowledge base. Our CogSolver carries out the above three steps iteratively, which behaves more like a human. We conduct extensive experiments on real-world math word problem datasets. The experimental results demonstrate the improvement in answer reasoning and clearly show how CogSolver gains knowledge from the problems, leading to superior interpretability. Our codes are available at https://github.com/bigdata-ustc/CogSolver.

Cognitive diagnostic assessment is a fundamental task in intelligent education, which aims at quantifying students' cognitive level on knowledge attributes. Since there exists learning dependency among knowledge attributes, it is crucial for cognitive diagnosis models (CDMs) to incorporate attribute hierarchy when assessing students. The attribute hierarchy is only explored by a few CDMs such as Attribute Hierarchy Method, and there are still two significant limitations in these methods. First, the time complexity would be unbearable when the number of attributes is large. Second, the assumption used to model the attribute hierarchy is too strong so that it may lose some information of the hierarchy and is not flexible enough to fit all situations. To address these limitations, we propose a novel Bayesian network-based Hierarchical Cognitive Diagnosis Framework (HierCDF), which enables many traditional diagnostic models to flexibly integrate the attribute hierarchy for better diagnosis. Specifically, we first use an efficient Bayesian network to model the influence of attribute hierarchy on students' cognitive states. Then we design a CDM adaptor to bridge the gap between students' cognitive states and the input features of existing diagnostic models. Finally, we analyze the generality and complexity of HierCDF to show its effectiveness in modeling hierarchy information. The performance of HierCDF is experimentally proved on real-world large-scale datasets.

Cognitive diagnosis, aiming at providing an approach to reveal the proficiency level of learners on knowledge concepts, plays an important role in intelligent education area and has recently received more and more attention. Although a number of works have been proposed in recent years, most of contemporary works acquire the traits parameters of learners and items in a transductive way, which are only suitable for stationary data. However, in the real scenario, the data is collected online, where learners, test items and interactions usually grow continuously, which can rarely meet the stationary condition. To this end, we propose a novel framework, Incremental Cognitive Diagnosis (ICD), to tailor cognitive diagnosis into the online scenario of intelligent education. Specifically, we first design a Deep Trait Network (DTN), which acquires the trait parameters in an inductive way rather than a transductive way. Then, we propose an Incremental Update Algorithm (IUA) to balance the effectiveness and training efficiency. We carry out Turning Point (TP) analysis to reduce update frequency, where we derive the minimum update condition based on the monotonicity theory of cognitive diagnosis. Meanwhile, we use a momentum update strategy on the incremental data to decrease update time without sacrificing effectiveness. Moreover, to keep the trait parameters as stable as possible, we refine the loss function in the incremental updating stage. Last but no least, our ICD is a general framework which can be applied to most of contemporary cognitive diagnosis models. To the best of our knowledge, this is the first attempt to investigate the incremental cognitive diagnosis problem with theoretical results about the update condition and a tailored incremental learning strategy. Extensive experiments demonstrate the effectiveness and robustness of our method.

Knowledge Tracing (KT), which aims to assess students' dynamic knowledge states when practicing on various questions, is a fundamental research task for offering intelligent services in online learning systems. Researchers have devoted significant efforts to developing KT models with impressive performance. However, in existing KT methods, the related question difficulty level, which directly affects students' knowledge state in learning, has not been effectively explored and employed. In this paper, we focus on exploring the question difficulty effect on learning to improve student's knowledge state assessment and propose the DIfficulty Matching Knowledge Tracing (DIMKT) model. Specifically, we first explicitly incorporate the difficulty level into the question representation. Then, to establish the relation between students' knowledge state and the question difficulty level during the practice process, we accordingly design an adaptive sequential neural network in three stages: (1) measuring students' subjective feelings of the question difficulty before practice; (2) estimating students' personalized knowledge acquisition while answering questions of different difficulty levels; (3) updating students' knowledge state in varying degrees to match the question difficulty level after practice. Finally, we conduct extensive experiments on real-world datasets, and the results demonstrate that DIMKT outperforms state-of-the-art KT models. Moreover, DIMKT shows superior interpretability by exploring the question difficulty effect when making predictions. Our codes are available at https://github.com/shshen-closer/DIMKT.

Cross-domain sentiment classification (CDSC) aims to use the transferable semantics learned from the source domain to predict the sentiment of reviews in the unlabeled target domain. Existing studies in this task attach more attention to the sequence modeling of sentences while largely ignoring the rich domain-invariant semantics embedded in graph structures (i.e., the part-of-speech tags and dependency relations). As an important aspect of exploring characteristics of language comprehension, adaptive graph representations have played an essential role in recent years. To this end, in the paper, we aim to explore the possibility of learning invariant semantic features from graph-like structures in CDSC. Specifically, we present Graph Adaptive Semantic Transfer (GAST) model, an adaptive syntactic graph embedding method that is able to learn domain-invariant semantics from both word sequences and syntactic graphs. More specifically, we first raise a POS-Transformer module to extract sequential semantic features from the word sequences as well as the part-of-speech tags. Then, we design a Hybrid Graph Attention (HGAT) module to generate syntax-based semantic features by considering the transferable dependency relations. Finally, we devise an Integrated aDaptive Strategy (IDS) to guide the joint learning process of both modules. Extensive experiments on four public datasets indicate that GAST achieves comparable effectiveness to a range of state-of-the-art models.

Computerized Adaptive Testing (CAT) is a promising testing mode in personalized online education (e.g., GRE), which aims at measuring student's proficiency accurately and reducing test length. The "adaptive" is reflected in its selection algorithm that can retrieve best-suited questions for student based on his/her estimated proficiency at each test step. Although there are many sophisticated selection algorithms for improving CAT's effectiveness, they are restricted and perturbed by the accuracy of current proficiency estimate, thus lacking robustness. To this end, we investigate a general method to enhance the robustness of existing algorithms by leveraging student's "multi-facet" nature during tests. Specifically, we present a generic optimization criterion Robust Adaptive Testing (RAT) for proficiency estimation via fusing multiple estimates at each step, which maintains a multi-facet description of student's potential proficiency. We further provide theoretical analyses of such estimator's desirable statistical properties: asymptotic unbiasedness, efficiency, and consistency. Extensive experiments on perturbed synthetic data and three real-world datasets show that selection algorithms in our RAT framework are robust and yield substantial improvements.

Knowledge tracing is a crucial and fundamental task in online education systems, which can predict students' knowledge state for personalized learning. Unfortunately, existing methods are domain-specific, whereas there are many domains (e.g., subjects, schools) in the real education scene and some domains suffer from the problem of lacking sufficient data. Therefore, how to exploit the knowledge in other domains, to improve the model's performance for target domain remains pretty much open. We term this problem as Domain Adaptation for Knowledge Tracing (DAKT), which aims to transfer knowledge from the source domain to the target one for knowledge tracing. In this paper, we propose a novel adaptable method, namely Adaptable Knowledge Tracing (AdaptKT), which contains three phases to explore this problem. Specifically, phase I is instance selection. Given the question texts of two domains, we train an auto-encoder to select and embed similar instances from both domains. Phase II is distribution discrepancy minimizing. After obtaining the selected instances and their linguistic representations, we train a knowledge tracing model and adopt the Maximum Mean Discrepancy (MMD) to minimize the discrepancy between the distributions of the domain-specific knowledge states. Phase III is fine-tuning of the output layer. We replace the output layer of the model that trained in phase II by a new one to make the knowledge tracing model's output dimension matches the number of knowledge concepts in the target domain. The new output layer is trained while other parameters that before it are frozen. We conduct extensive experiments on two large-scale real-world datasets, where the experimental results clearly demonstrate the effectiveness of AdaptKT for solving DAKT problem. We will public the code on the Github after the acceptance of the paper.

Social recommendation has achieved great success in many domains including e-commerce and location-based social networks. Existing methods usually explore the user-item interactions or user-user connections to predict users’ preference behaviors. However, they usually learn both user and item representations in Euclidean space, which has large limitations for exploring the latent hierarchical property in the data. In this article, we study a novel problem of hyperbolic social recommendation, where we aim to learn the compact but strong representations for both users and items. Meanwhile, this work also addresses two critical domain-issues, which are under-explored. First, users often make trade-offs with multiple underlying aspect factors to make decisions during their interactions with items. Second, users generally build connections with others in terms of different aspects, which produces different influences with aspects in social network. To this end, we propose a novel graph neural network (GNN) framework with multiple aspect learning, namely, HyperSoRec. Specifically, we first embed all users, items, and aspects into hyperbolic space with superior representations to ensure their hierarchical properties. Then, we adapt a GNN with novel multi-aspect message-passing-receiving mechanism to capture different influences among users. Next, to characterize the multi-aspect interactions of users on items, we propose an adaptive hyperbolic metric learning method by introducing learnable interactive relations among different aspects. Finally, we utilize the hyperbolic translational distance to measure the plausibility in each user-item pair for recommendation. Experimental results on two public datasets clearly demonstrate that our HyperSoRec not only achieves significant improvement for recommendation performance but also shows better representation ability in hyperbolic space with strong robustness and reliability.

In intelligent education systems, question difficulty prediction (QDP) is a fundamental task of many applications, such as personalized question recommendation and test paper analysis. Previous work mainly focus on data-driven QDP methods, which are heavily relied on the large-scale labeled dataset of courses. To alleviate the labor intensity, an intuitive method is to introduce domain adaptation into QDP and consider each course as a domain. In educational psychology, there are two factors influencing difficulty common to different courses: the obstacles of comprehending the question and generating a response, namely stimulus and task difficulty. To this end, we propose a novel Stimulus and Task difficulty-based Adversarial Network (STAN) that models question difficulty from the views of stimulus and task. Then, in order to align the difficulty distribution of the source domain and the target domain, we utilize the conditional adversarial learning with readability-enhanced pseudo-labels. Meanwhile, we proposed a sampling method based on density estimation to implicit alignment. Finally, we conduct experiments on the real questions datasets to evaluate the effectiveness of our QDP model and domain adaptation method. Our method significantly improves accuracy over state-of-the-art methods on real-world question data of multiple courses.

Most cognitive diagnosis research in education has been concentrated on individual assessment, aiming at discovering the latent characteristics of students. However, in many real-world scenarios, group-level assessment is an important and meaningful task, e.g., class assessment in different regions can discover the difference of teaching level in different contexts. In this work, we consider assessing cognitive ability for a group of students, which aims to mine groups’ proficiency on specific knowledge concepts. The significant challenge in this task is the sparsity of group-exercise response data, which seriously affects the assessment performance. Existing works either do not make effective use of additional student-exercise response data or fail to reasonably model the relationship between group ability and individual ability in different learning contexts, resulting in sub-optimal diagnosis results. To this end, we propose a general Multi-Task based Group-Level Cognitive Diagnosis (MGCD) framework, which is featured with three special designs: 1) We jointly model student-exercise responses and group-exercise responses in a multi-task manner to alleviate the sparsity of group-exercise responses; 2) We design a context-aware attention network to model the relationship between student knowledge state and group knowledge state in different contexts; 3) We model an interpretable cognitive layer to obtain student ability, group ability and exercise factors (e.g., difficulty), and then we leverage neural networks to learn complex interaction functions among them. Extensive experiments on real-world datasets demonstrate the generality of MGCD and the effectiveness of our attention design and multi-task learning.

Learning informative representations for educational questions is a fundamental problem in online learning systems, which can promote many applications, e.g., difficulty estimation. Most solutions integrate all information of one question together following a supervised manner, where the representation results are unsatisfactory sometimes due to the following issues. First, they cannot ensure the presentation ability due to the scarcity of labeled data. Then, the label-dependent representation results have poor feasibility to be transferred. Moreover, aggregating all information into the unified may introduce some noises in applications since it cannot distinguish the diverse characteristics of questions. In this paper, we aim to learn the disentangled representations of questions. We propose a novel unsupervised model, namely DisenQNet, to divide one question into two parts, i.e., a concept representation that captures its explicit concept meaning and an individual representation that preserves its personal characteristics. We achieve this goal via mutual information estimation by proposing three self-supervised estimators in a large unlabeled question corpus. Then, we propose another enhanced model, DisenQNet+, that transfers the representation knowledge from unlabeled questions to labeled questions in specific applications by maximizing the mutual information between both. Extensive experiments on real-world datasets demonstrate that DisenQNet can generate effective and meaningful disentangled representations for questions, and furthermore, DisenQNet+ can improve the performance of different applications.

Knowledge tracing (KT), which aims to trace students' changing knowledge state during their learning process, has improved students' learning efficiency in online learning systems. Recently, KT has attracted much research attention due to its critical significance in education. However, most of the existing KT methods pursue high accuracy of student performance prediction but neglect the consistency of students' changing knowledge state with their learning process. In this paper, we explore a new paradigm for the KT task and propose a novel model named Learning Process-consistent Knowledge Tracing (LPKT), which monitors students' knowledge state through directly modeling their learning process. Specifically, we first formalize the basic learning cell as the tuple exercise---answer time---answer. Then, we deeply measure the learning gain as well as its diversity from the difference of the present and previous learning cells, their interval time, and students' related knowledge state. We also design a learning gate to distinguish students' absorptive capacity of knowledge. Besides, we design a forgetting gate to model the decline of students' knowledge over time, which is based on their previous knowledge state, present learning gains, and the interval time. Extensive experimental results on three public datasets demonstrate that LPKT could obtain more reasonable knowledge state in line with the learning process. Moreover, LPKT also outperforms state-of-the-art KT methods on student performance prediction. Our work indicates a potential future research direction for KT, which is of both high interpretability and accuracy.

The contexts and cultures have a direct impact on student learning by affecting student's implicit cognitive states, such as the preference and the proficiency on specific knowledge. Motivated by the success of context-aware modeling in various fields, such as recommender systems, in this paper, we propose to study how to model context-aware features and adapt them for more precisely diagnosing student's knowledge proficiency. Specifically, by analyzing the characteristics of educational contexts, we design a two-stage framework ECD (Educational context-aware Cognitive Diagnosis), where a hierarchical attentive network is first proposed to represent the context impact on students and then an adaptive optimization is used to achieve diagnosis enhancement by aggregating the cognitive states reflected from both educational contexts and students' historical learning records. Moreover, we give three implementations of general ECD framework following the typical cognitive diagnosis solutions. Finally, we conduct extensive experiments on nearly 52 million records of the students sampled by PISA (Programme for International Student Assessment) from 73 countries and regions. The experimental results not only prove that ECD is more effective in student performance prediction since it can well capture the impact from educational contexts to students' cognitive states, but also give some interesting discoveries regarding the difference among different educational contexts in different countries and regions.

Cognitive diagnosis (CD) is a fundamental issue in intelligent educational settings, which aims to discover the mastery levels of students on different knowledge concepts. In general, most previous works consider it as an inter-layer interaction modeling problem, e.g., student-exercise interactions in IRT or student-concept interactions in DINA, while the inner-layer structural relations, such as educational interdependencies among concepts, are still underexplored. Furthermore, there is a lack of comprehensive modeling for the student-exercise-concept hierarchical relations in CD systems. To this end, in this paper, we present a novel Relation map driven Cognitive Diagnosis (RCD) framework, uniformly modeling the interactive and structural relations via a multi-layer student-exercise-concept relation map. Specifically, we first represent students, exercises and concepts as individual nodes in a hierarchical layout, and construct three well-defined local relation maps to incorporate inter- and inner-layer relations, including a student-exercise interaction map, a concept-exercise correlation map and a concept dependency map. Then, we leverage a multi-level attention network to integrate node-level relation aggregation inside each local map and balance map-level aggregation across different maps. Finally, we design an extendable diagnosis function to predict students' performance and jointly train the networks. Extensive experimental results on real-world datasets clearly show the effectiveness and extendibility of our RCD in both diagnosis accuracy improvement and relation-aware representation learning.

Knowledge tracing is a fundamental task in intelligent education for tracking the knowledge states of students on necessary concepts. In recent years, Deep Knowledge Tracing (DKT) utilizes recurrent neural networks to model student learning sequences. This approach has achieved significant success and has been widely used in many educational applications. However, in practical scenarios, it tends to suffer from the following critical problems due to data isolation: 1) Data scarcity. Educational data, which is usually distributed across different silos (e.g., schools), is difficult to gather. 2) Different data quality. Students in different silos have different learning schedules, which results in unbalanced learning records, meaning that it is necessary to evaluate the learning data quality independently for different silos. 3) Data incomparability. It is difficult to compare the knowledge states of students with different learning processes from different silos. Inspired by federated learning, in this paper, we propose a novel Federated Deep Knowledge Tracing (FDKT) framework to collectively train high-quality DKT models for multiple silos. In this framework, each client takes charge of training a distributed DKT model and evaluating data quality by leveraging its own local data, while a center server is responsible for aggregating models and updating the parameters for all the clients. In particular, in the client part, we evaluate data quality incorporating different education measurement theories, and we construct two quality-oriented implementations based on FDKT, i.e., FDKTCTT and FDKTIRT-where the means of data quality evaluation follow Classical Test Theory and Item Response Theory, respectively. Moreover, in the server part, we adopt hierarchical model interpolation to uptake local effects for model personalization. Extensive experiments on real-world datasets demonstrate the effectiveness and superiority of the FDKT framework.

User modeling aims to capture the latent characteristics of users from their behaviors, and is widely applied in numerous applications. Usually, centralized user modeling suffers from the risk of privacy leakage. Instead, federated user modeling expects to provide a secure multi-client collaboration for user modeling through federated learning. Existing federated learning methods are mainly designed for consistent clients, which cannot be directly applied to practical scenarios, where different clients usually store inconsistent user data. Therefore, it is a crucial demand to design an appropriate federated solution that can better adapt to user modeling tasks, and however, meets following critical challenges: 1) Statistical heterogeneity. The distributions of user data in different clients are not always independently identically distributed which leads to personalized clients; 2) Privacy heterogeneity. User data contains both public and private information, which have different levels of privacy. It means we should balance different information to be shared and protected; 3) Model heterogeneity. The local user models trained with client records are heterogeneous which need flexible aggregation in the server. In this paper, we propose a novel client-server architecture framework, namely Hierarchical Personalized Federated Learning (HPFL) to serve federated learning in user modeling with inconsistent clients. In the framework, we first define hierarchical information to finely partition the data with privacy heterogeneity. On this basis, the client trains a user model which contains different components designed for hierarchical information. Moreover, client processes a fine-grained personalized update strategy to update personalized user model for statistical heterogeneity. Correspondingly, the server completes a differentiated component aggregation strategy to flexibly aggregate heterogeneous user models in the case of privacy and model heterogeneity. Finally, we conduct extensive experiments on real-world datasets, which demonstrate the effectiveness of the HPFL framework.

For offering proactive services (e.g., personalized exercise recommendation) to the students in computer supported intelligent education, one of the fundamental tasks is predicting student performance (e.g., scores) on future exercises, where it is necessary to track the change of each student's knowledge acquisition during her exercising activities. Unfortunately, to the best of our knowledge, existing approaches can only exploit the exercising records of students, and the problem of extracting rich information existed in the materials (e.g., knowledge concepts, exercise content) of exercises to achieve both more precise prediction of student performance and more interpretable analysis of knowledge acquisition remains underexplored. To this end, in this paper, we present a holistic study of student performance prediction. To directly achieve the primary goal of performance prediction, we first propose a general Exercise-Enhanced Recurrent Neural Network (EERNN) framework by exploring both student's exercising records and the text content of corresponding exercises. In EERNN, we simply summarize each student's state into an integrated vector and trace it with a recurrent neural network, where we design a bidirectional LSTM to learn the encoding of each exercise from its content. For making final predictions, we design two implementations on the basis of EERNN with different prediction strategies, i.e., EERNNM with Markov property and EERNNA with Attention mechanism. Then, to explicitly track student's knowledge acquisition on multiple knowledge concepts, we extend EERNN to an explainable Exercise-aware Knowledge Tracing (EKT) framework by incorporating the knowledge concept information, where the student's integrated state vector is now extended to a knowledge state matrix. In EKT, we further develop a memory network for quantifying how much each exercise can affect the mastery of students on multiple knowledge concepts during the exercising process. Finally, we conduct extensive experiments and evaluate both EERNN and EKT frameworks on a large-scale real-world data. The results in both general and cold-start scenarios clearly demonstrate the effectiveness of two frameworks in student performance prediction as well as the superior interpretability of EKT.

Computerized Adaptive Testing (CAT) is emerging as a promising testing application in many scenarios, such as education, game and recruitment, which targets at diagnosing the knowledge mastery levels of examinees on required concepts. It shows the advantage of tailoring a personalized testing procedure for each examinee, which selects questions step by step, depending on her performance. While there are many efforts on developing CAT systems, existing solutions generally follow an inflexible model-specific fashion. That is, they need to observe a specific cognitive model which can estimate examinee's knowledge levels and design the selection strategy according to the model estimation. In this paper, we study a novel model-agnostic CAT problem, where we aim to propose a flexible framework that can adapt to different cognitive models. Meanwhile, this work also figures out CAT solution with addressing the problem of how to generate both high-quality and diverse questions simultaneously, which can give a comprehensive knowledge diagnosis for each examinee. Inspired by Active Learning, we propose a novel framework, namely Model-Agnostic Adaptive Testing (MAAT) for CAT solution, where we design three sophisticated modules including Quality Module, Diversity Module and Importance Module. Specifically, at one CAT selection step, Quality Module first quantifies the informativeness of questions and generates candidate subset with the highest quality. Then, Diversity Module selects one question at each step that maximizes the concept coverage. Additionally, we propose Importance Module to estimate the importance of concepts that optimizes the CAT selection. Under MAAT, we prove that the goal of maximizing both quality and diversity is NP-hard, but we provide efficient algorithms by exploiting the inherent submodular property. Extensive experimental results on two real-world datasets clearly demonstrate that our MAAT can support CAT with guaranteeing both quality and diversity perspectives.

Recent years have witnessed a booming increase of patent applications, which provides an open chance for revealing the inner law of innovation, but in the meantime, puts forward higher requirements on patent mining techniques. Considering that patent mining highly relies on patent document analysis, this paper makes a focused study on constructing a technology portrait for each patent, i.e., to recognize technical phrases concerned in it, which can summarize and represent patents from a technology angle. To this end, we first give a clear and detailed description about technical phrases in patents based on various prior works and analyses. Then, combining characteristics of technical phrases and multi-level structures of patent documents, we develop an Unsupervised Multi-level Technical Phrase Extraction (UMTPE) model. Particularly, a novel evaluation metric called Information Retrieval Efficiency (IRE) is designed to evaluate the extracted phrases from a new perspective, which greatly supplements traditional metrics like Precision and Recall. Finally, extensive experiments on real-world patent data show the effectiveness of our UMTPE model.

Knowledge Tracing (KT) is a fundamental but challenging task in online education that traces learners' evolving knowledge states. Much attention has been drawn to this area and several works such as Bayesian Knowledge Tracing and Deep Knowledge Tracing are proposed. Recent works have explored the value of relations among concepts and proposed to introduce knowledge structure into KT task. However, the propagated influence among concepts, which has been shown to be a key factor in human learning by the educational theories, is still under-explored. In this paper, we propose a new framework called Structure-based Knowledge Tracing (SKT), which exploits the multiple relations in knowledge structure to model the influence propagation among concepts. In the SKT framework, we not only consider the temporal effect on the exercising sequence but also take the spatial effect on the knowledge structure into account. We take advantages of two novel formulations in modeling the influence propagation on the knowledge structure with multiple relations. For undirected relations such as similarity relations, the synchronization propagation method is adopted, where the influence propagates bidirectionally between neighbor concepts. For directed relations such as prerequisite relations, the partial propagation method is applied, where the influence can only unidirectionally propagate from a predecessor to a successor. Meanwhile, we employ the gated functions to update the states of concepts temporally and spatially. Extensive experiments demonstrate the effectiveness and interpretability of SKT.

Molecular property prediction (e.g., energy) is an essential problem in chemistry and biology. Unfortunately, many supervised learning methods usually suffer from the problem of scarce labeled molecules in the chemical space, where such property labels are generally obtained by Density Functional Theory (DFT) calculation which is extremely computational costly. An effective solution is to incorporate the unlabeled molecules in a semi-supervised fashion. However, learning semi-supervised representation for large amounts of molecules is challenging, including the joint representation issue of both molecular essence and structure, the conflict between representation and property leaning. Here we propose a novel framework called Active Semi-supervised Graph Neural Network (ASGN) by incorporating both labeled and unlabeled molecules. Specifically, ASGN adopts a teacher-student framework. In the teacher model, we propose a novel semi-supervised learning method to learn general representation that jointly exploits information from molecular structure and molecular distribution. Then in the student model, we target at property prediction task to deal with the learning loss conflict. At last, we proposed a novel active learning strategy in terms of molecular diversities to select informative data during the whole framework learning. We conduct extensive experiments on several public datasets. Experimental results show the remarkable performance of our ASGN framework.

Automatically answering mathematical problems is a challenging task since it requires not only the ability of linguistic understanding but also mathematical comprehension. Existing studies usually explore solutions on the elementary math word problems that aim to understand the questions described in natural language narratives, which are not capable of solving more general problems containing structural formulas. To this end, in this paper, we propose a novel Neural Mathematical Solver (NMS) with enhanced formula structures. Specifically, we first frame the formulas in a certain problem as a TeX dependency graph to preserve formula-enriched structures. Then, we design a formula graph network (FGN) to capture its mathematical relations. Next, we develop a novel architecture with two GRU models, connecting tokens from both word space and formula space together, to learn the linguistic semantics for the answers. Extensive experiments on a large-scale dataset demonstrate that NMS not only achieves better answer prediction but also visualizes reasonable mathematical representations of problems.

With the development of online education systems, a growing number of research works are focusing on Knowledge Tracing (KT), which aims to assess students' changing knowledge state and help them learn knowledge concepts more efficiently. However, only given student learning interactions, most of existing KT methods neglect the individualization of students, i.e., the prior knowledge and learning rates differ from student to student. To this end, in this paper, we propose a novel Convolutional Knowledge Tracing (CKT) method to model individualization in KT. Specifically, for individualized prior knowledge, we measure it from students' historical learning interactions. For individualized learning rates, we design hierarchical convolutional layers to extract them based on continuous learning interactions of students. Extensive experiments demonstrate that CKT could obtain better knowledge tracing results through modeling individualization in learning process. Moreover, CKT can learn meaningful exercise embeddings automatically.

The rapid development of the technologies for online learning provides students with extensive resources for self-learning and brings new opportunities for data-driven research on educational management. An important issue of online learning is to diagnose the knowledge proficiency (i.e., the mastery level of a certain knowledge concept) of each student. Considering that it is a common case that students inevitably learn and forget knowledge from time to time, it is necessary to track the change of their knowledge proficiency during the learning process. Existing approaches either relied on static scenarios or ignored the interpretability of diagnosis results. To address these problems, in this article, we present a focused study on diagnosing the knowledge proficiency of students, where the goal is to track and explain their evolutions simultaneously. Specifically, we first devise an explanatory probabilistic matrix factorization model, Knowledge Proficiency Tracing (KPT), by leveraging educational priors. KPT model first associates each exercise with a knowledge vector in which each element represents a specific knowledge concept with the help of Q -matrix. Correspondingly, at each time, each student can be represented as a proficiency vector in the same knowledge space. Then, our KPT model jointly applies two classical educational theories (i.e., learning curve and forgetting curve ) to capture the change of students’ proficiency level on concepts over time. Furthermore, for improving the predictive performance, we develop an improved version of KPT, named Exercise-correlated Knowledge Proficiency Tracing (EKPT), by considering the connectivity among exercises with the same knowledge concepts. Finally, we apply our KPT and EKPT models to three important diagnostic tasks, including knowledge estimation, score prediction, and diagnosis result visualization. Extensive experiments on four real-world datasets demonstrate that both of our models could track the knowledge proficiency of students effectively and interpretatively.

Cognitive diagnosis is the cornerstone of modern educational techniques. One of the most classic cognitive diagnosis methods is Item Response Theory (IRT), which provides interpretable parameters for analyzing student performance. However, traditional IRT only exploits student response results and has difficulties in fully utilizing the semantics of question texts, which significantly restricts its application. To this end, in this paper, we propose a simple yet surprisingly effective framework to enhance the semantic exploiting process, which we termed Deep Item Response Theory (DIRT). In DIRT, we first use a proficiency vector to represent student proficiency on knowledge concepts and represent question texts and knowledge concepts by dense embedding. Then, we use deep learning to enhance the process of diagnosing parameters of student and question by exploiting question texts and the relationship between question texts and knowledge concepts. Finally, with the diagnosed parameters, we adopt the item response function to predict student performance. Extensive experimental results on real-world data clearly demonstrate the effectiveness and the interpretability of DIRT framework.

Recommending suitable exercises to students in an online education system is highly useful. Existing approaches usually rely on machine learning techniques to mine large amounts of student interaction log data accumulated in the systems to select the most suitable exercises for each student. Generally, they mainly aim to optimize a single objective, i.e., recommending non-mastered exercises to address the immediate weakness of students. While this is a reasonable objective, there exist more beneficial multiple objectives in the long-term learning process that need to be addressed including Review & Explore, Smoothness of difficulty level and Engagement. In this paper, we propose a novel Deep Reinforcement learning framework, namely DRE, for adaptively recommending Exercises to students with optimization of above three objectives. In the framework, we propose two different Exercise Q-Networks for the agent, i.e., EQNM and EQNR, to generate recommendations following Markov property and Recurrent manner, respectively. We also propose novel reward functions to formally quantify those three objectives so that DRE could update and optimize its recommendation strategy by interactively receiving students' performance feedbacks (e.g., score). We conduct extensive experiments on two real-world datasets. Experimental results clearly show that the proposed DRE can effectively learn from the student interaction data to optimize multiple objectives in a single unified framework and adaptively recommend suitable exercises to students.

Understanding learning materials (e.g. test questions) is a crucial issue in online learning systems, which can promote many applications in education domain. Unfortunately, many supervised approaches suffer from the problem of scarce human labeled data, whereas abundant unlabeled resources are highly underutilized. To alleviate this problem, an effective solution is to use pre-trained representations for question understanding. However, existing pre-training methods in NLP area are infeasible to learn test question representations due to several domain-specific characteristics in education. First, questions usually comprise of heterogeneous data including content text, images and side information. Second, there exists both basic linguistic information as well as domain logic and knowledge. To this end, in this paper, we propose a novel pre-training method, namely QuesNet, for comprehensively learning question representations. Specifically, we first design a unified framework to aggregate question information with its heterogeneous inputs into a comprehensive vector. Then we propose a two-level hierarchical pre-training algorithm to learn better understanding of test questions in an unsupervised way. Here, a novel holed language model objective is developed to extract low-level linguistic features, and a domain-oriented objective is proposed to learn high-level logic and knowledge. Moreover, we show that QuesNet has good capability of being fine-tuned in many question-based tasks. We conduct extensive experiments on large-scale real-world question data, where the experimental results clearly demonstrate the effectiveness of QuesNet for question understanding as well as its superior applicability.

In the modern e-commerce, the behaviors of customers contain rich information, e.g., consumption habits, the dynamics of preferences. Recently, session-based recommendationsare becoming popular to explore the temporal characteristics of customers' interactive behaviors. However, existing works mainly exploit the short-term behaviors without fully taking the customers' long-term stable preferences and evolutions into account. In this paper, we propose a novel Behavior-Intensive Neural Network (BINN) for next-item recommendation by incorporating both users' historical stable preferences and present consumption motivations. Specifically, BINN contains two main components, i.e., Neural Item Embedding, and Discriminative Behaviors Learning. Firstly, a novel item embedding method based on user interactions is developed for obtaining an unified representation for each item. Then, with the embedded items and the interactive behaviors over item sequences, BINN discriminatively learns the historical preferences and present motivations of the target users. Thus, BINN could better perform recommendations of the next items for the target users. Finally, for evaluating the performances of BINN, we conduct extensive experiments on two real-world datasets, i.e., Tianchi and JD. The experimental results clearly demonstrate the effectiveness of BINN compared with several state-of-the-art methods.

In online education systems, finding similar exercises is a fundamental task of many applications, such as exercise retrieval and student modeling. Several approaches have been proposed for this task by simply using the specific textual content (e.g. the same knowledge concepts or the similar words) in exercises. However, the problem of how to systematically exploit the rich semantic information embedded in multiple heterogenous data (e.g. texts and images) to precisely retrieve similar exercises remains pretty much open. To this end, in this paper, we develop a novel Multimodal Attention-based Neural Network (MANN) framework for finding similar exercises in large-scale online education systems by learning a unified semantic representation from the heterogenous data. In MANN, given exercises with texts, images and knowledge concepts, we first apply a convolutional neural network to extract image representations and use an embedding layer for representing concepts. Then, we design an attention-based long short-term memory network to learn a unified semantic representation of each exercise in a multimodal way. Here, two attention strategies are proposed to capture the associations of texts and images, texts and knowledge concepts, respectively. Moreover, with a Similarity Attention, the similar parts in each exercise pair are also measured. Finally, we develop a pairwise training strategy for returning similar exercises. Extensive experimental results on real-world data clearly validate the effectiveness and the interpretation power of MANN.

Transcribing content from structural images, e.g., writing notes from music scores, is a challenging task as not only the content objects should be recognized, but the internal structure should also be preserved. Existing image recognition methods mainly work on images with simple content (e.g., text lines with characters), but are not capable to identify ones with more complex content (e.g., structured code), which often follow a fine-grained grammar. To this end, in this paper, we propose a hierarchical Spotlight Transcribing Network (STN) framework followed by a two-stage "where-to-what'' solution. Specifically, we first decide "where-to-look'' through a novel spotlight mechanism to focus on different areas of the original image following its structure. Then, we decide "what-to-write'' by developing a GRU based network with the spotlight areas for transcribing the content accordingly. Moreover, we propose two implementations on the basis of STN, i.e., STNM and STNR, where the spotlight movement follows the Markov property and Recurrent modeling, respectively. We also design a reinforcement method to refine our STN framework by self-improving the spotlight mechanism. We conduct extensive experiments on many structural image datasets, where the results clearly demonstrate the effectiveness of STN framework.

Diagnosing students' knowledge proficiency, i.e., the mastery degrees of a particular knowledge point in exercises, is a crucial issue for numerous educational applications, e.g., targeted knowledge training and exercise recommendation. Educational theories have converged that students learn and forget knowledge from time to time. Thus, it is necessary to track their mastery of knowledge over time. However, traditional methods in this area either ignored the explanatory power of the diagnosis results on knowledge points or relied on a static assumption. To this end, in this paper, we devise an explanatory probabilistic approach to track the knowledge proficiency of students over time by leveraging educational priors. Specifically, we first associate each exercise with a knowledge vector in which each element represents an explicit knowledge point by leveraging educational priors (i.e., Q-matrix ). Correspondingly, each student is represented as a knowledge vector at each time in a same knowledge space. Second, given the student knowledge vector over time, we borrow two classical educational theories (i.e., Learning curve and Forgetting curve ) as priors to capture the change of each student's proficiency over time. After that, we design a probabilistic matrix factorization framework by combining student and exercise priors for tracking student knowledge proficiency. Extensive experiments on three real-world datasets demonstrate both the effectiveness and explanatory power of our proposed model.