This paper presents DriveCoach, an intelligent driving assistance and coaching system designed to strengthen safe driving skills through structured, learning-oriented intervention. The system combines risk assessment and adaptive assistance with a coaching-centered improvement cycle in which risk driving skills are diagnosed, addressed through real-time feedback, and reinforced via tailored post-drive coaching. Using the CARLA driving simulator, we conducted a mixed-method user study to evaluate DriveCoach across four representative driving skills: maintaining safe distance, responding to oncoming vehicles, handling adjacent vehicles, and negotiating intersections. Quantitative analyses demonstrated significant reductions in risk-related events when drivers received real-time assistance and notable improvements in post-coaching performance, indicating short-term skill retention and transfer. Complementary qualitative results revealed strong user acceptance and positive perceptions of the system’s usability and coaching effectiveness. These findings highlight DriveCoach as a human-centered AI system that fosters safer, more reflective driving, contributing to the design of co-adaptive driver support systems that integrate behavioral assessment with personalized coaching.

Driver reaction is of vital importance in risk scenarios. Drivers can take correct evasive maneuver at proper cushion time to avoid the potential traffic crashes, but this reaction process is highly experience-dependent and requires various levels of driving skills. To improve driving safety and avoid the traffic accidents, it is necessary to provide all road drivers with on-board driving assistance. This study explores the plausibility of case-based reasoning (CBR) as the inference paradigm underlying the choice of personalized crash evasive maneuvers and the cushion time, by leveraging the wealthy of human driving experience from the steady stream of traffic cases, which have been rarely explored in previous studies. To this end, in this paper, we propose an open evolving framework for generating personalized on-board driving assistance. In particular, we present the FFMTE model with high performance to model the traffic events and build the case database; A tailored CBR-based method is then proposed to retrieve, reuse and revise the existing cases to generate the assistance. We take the 100-Car Naturalistic Driving Study dataset as an example to build and test our framework; the experiments show reasonable results, providing the drivers with valuable evasive information to avoid the potential crashes in different scenarios.

Sleep plays a vital role in our physical, cognitive, and psychological well-being. Despite its importance, long-term monitoring of personalized sleep quality (SQ) in real-world contexts is still challenging. Many sleep researches are still developing clinically and far from accessible to the general public. Fortunately, wearables and IoT devices provide the potential to explore the sleep insights from multimodal data, and have been used in some SQ researches. However, most of these studies analyze the sleep related data and present the results in a delayed manner (i.e., today’s SQ obtained from last night’s data), it is sill difficult for individuals to know how their sleep will be before they go to bed and how they can proactively improve it. To this end, this paper proposes a computational framework to monitor the individual SQ based on both the objective and subjective data from multiple sources, and moves a step further towards providing the personalized feedback to improve the SQ in a data-driven manner. The feedback is implemented by referring the insights from the PMData dataset based on the discovered patterns between life events and different levels of SQ. The deep learning based personal SQ model (PerSQ), using the long-term heterogeneous data and considering the carry-over effect, achieves higher prediction performance compared with baseline models. A case study also shows reasonable results for an individual to monitor and improve the SQ in the future.

Knowledge tracing (KT) is a fundamental personalized-tutoring technique for learners in online learning systems. Recent KT methods employ flexible deep neural network-based models that excel at this task. However, the adequacy of KT is still challenged by the sparseness of the learners' exercise data. To alleviate the sparseness problem, most of the exiting KT studies are performed at the skill-level rather than the question-level, as questions are often numerous and associated with much fewer skills. However, at the skill level, KT neglects the distinctive information related to the questions themselves and their relations. In this case, the models can imprecisely infer the learners' knowledge states and might fail to capture the long-term dependencies in the exercising sequences. In the knowledge domain, skills are naturally linked as a graph (with the edges being the prerequisite relations between pedagogical concepts). We refer to such a graph as a knowledge structure (KS). Incorporating a KS into the KT procedure can potentially resolve both the sparseness and information loss, but this avenue has been underexplored because obtaining the complete KS of a domain is challenging and labor-intensive. In this paper, we propose a novel KS-enhanced graph representation learning model for KT with an attention mechanism (KSGKT). We first explore eight methods that automatically infer the domain KS from learner response data and integrate it into the KT procedure. Leveraging a graph representation learning model, we then obtain the question and skill embeddings from the KS-enhanced graph. To incorporate more distinctive information on the questions, we extract the cognitive question difficulty from the learning history of each learner. We then propose a convolutional representation method that fuses these disctinctive features, thus obtaining a comprehensive representation of each question. These representations are input to the proposed KT model, and the long-term dependencies are handled by the attention mechanism. The model finally predicts the learner's performance on new problems. Extensive experiments conducted from six perspectives on three real-world data sets demonstrated the superiority and interpretability of our model for learner-performance modeling. Based on the KT results, we also suggest three potential applications of our model.

This paper presents an algorithm for proving plane geometry theorems stated by text and diagram in a complementary way. The problem of proving plane geometry theorems involves two challenging subtasks, being theorem understanding and theorem proving. This paper proposes to consider theorem understanding as a problem of extracting relations from text and diagram. A syntax–semantics (S2) model method is proposed to extract the geometric relations from theorem text, and a diagram mining method is proposed to extract geometry relations from diagram. Then, a procedure is developed to obtain a set of relations that is consistent with the given theorem with high confidence. Finally, theorem proving is conducted by using the existing proving methods which take the extracted geometric relations as input. The experimental results show that the proposed theorem proving algorithm can prove 86% of plane geometry theorems in the test dataset of 200 theorems, which is all the theorems in the popular textbook. The proposed algorithm outperforms the existing algorithms mainly because it can extract relations not only from text but also from diagram.

This paper presents a framework for solving math problems stated in a natural language (NL) and applies the framework to develop algorithms for solving explicit arithmetic word problems and proving plane geometry theorems. We focus on problem understanding, that is, the transformation of a NL description of a math problem to a formal representation. We view this as a relation extraction problem, and adopt a greedy algorithm to extract the mathematical relations using a syntax-semantics model, which is a set of patterns describing how a syntactic pattern is mapped to its formal semantics. Our method yields a human readable solution that shows how the mathematical relations are extracted one at a time. We apply our framework to solve arithmetic word problems and prove plane geometry theorems. For arithmetic word problems, the extracted relations are transformed into a system of equations, and the equations are then solved to produce the solution. For plane geometry theorems, these extracted relations are input to an inference system to generate the proof. We evaluate our approach on a set of arithmetic word problems stated in Chinese, and two sets of plane geometry theorems stated in Chinese and English. Our algorithms achieve high accuracies on these datasets and they also show some desirable properties such as brevity of algorithm description and legibility of algorithm actions.