Personalized Learning Path Planning (PLPP) aims to design adaptive learning paths that align with individual goals. While large language models (LLMs) show potential in personalizing learning experiences, existing approaches often lack mechanisms for goal-aligned planning. We introduce Pxplore, a novel framework for PLPP that integrates a reinforcement-based training paradigm and an LLM-driven educational architecture. We design a structured learner state model and an automated reward function that transforms abstract objectives into computable signals. We train the policy combining supervised fine-tuning (SFT) and Group Relative Policy Optimization (GRPO), and deploy it within a real-world learning platform. Extensive experiments validate Pxplore's effectiveness in producing coherent, personalized, and goal-driven learning paths. We release our code and dataset at https://github.com/Pxplore/pxplore-algo.

Designing effective English vocabulary question generation tools demands a shift from labor-intensive content creation to large language model (LLM) automation that can adapt to varied educational contexts. Current approaches tend to offer a limited variety of question types, which restricts their practical application in real classroom settings. To better meet the demands of English teaching institutions, we present VocQuiz, a vocabulary question generation system that 1) combines generalization capabilities of LLMs with reliable language resources, including dictionaries, NLP datasets and authentic corpora, to enhance both contextual relevance and linguistic accuracy; 2) supports multiple question types, such as similar word selection and word collocation, to accommodate various instructional requirements; and 3) employs an iterative workflow to iteratively generate and refine questions, ensuring high-quality outputs and consistent assessment standards. VocQuiz offers a practical, deployable solution that helps educators create quiz-based instructional materials, reducing preparation effort while effectively assessing students' mastery of vocabulary.

Educators face substantial workload pressures, with significant time invested in preparing teaching materials. Generating high-quality lecture scripts from multimodal presentations is a particularly demanding aspect of this preparation. This paper introduces EduCraft, a novel system designed to automate Lecture Script Generation (LSG), addressing key difficulties such as comprehensive multimodal understanding, long-context coherence, and instructional design efficacy. EduCraft features a modular architecture comprising: (1) a Multimodal Input Processing pipeline for robust data extraction and association from slides; (2) a core Lecture Script Generation Engine with instruction-guided VLM and Caption+LLM workflows for pedagogical synthesis; (3) an optional Knowledge Augmentation Module using Retrieval-Augmented Generation (RAG) for enhanced factual grounding; and (4) a Model Integration and Deployment Interface supporting diverse AI models and providing a deployable API. Extensive evaluations, including human assessments and a new automated evaluation framework, demonstrate that EduCraft significantly outperforms strong baselines and teacher-refined scripts in producing coherent, readable, and pedagogically sound lecture scripts. By effectively tackling core LSG challenges, EduCraft offers a practical, configurable solution to reduce educator workload and enhance educational content creation. We open-source EduCraft at https://github.com/wyuc/EduCraft.

Large language models (LLMs) have been increasingly applied to various domains, which triggers increasing concerns about LLMs' safety on specialized domains, e.g. medicine. Despite prior explorations on general jailbreaking attacks, there are two challenges for applying existing attacks on testing the domain-specific safety of LLMs: (1) Lack of professional knowledge-driven attacks(2) Insufficient coverage of domain knowledge. To bridge this gap, we propose a new task, knowledge-to-jailbreak, which aims to generate jailbreaking attacks from domain knowledge, requiring both attack effectiveness and knowledge relevance. We collect a large-scale dataset with 12,974 knowledge-jailbreak pairs and fine-tune a large language model as jailbreak-generator, to produce domain knowledge-specific jailbreaks. Experiments on 13 domains and 8 target LLMs demonstrate the effectiveness of jailbreak-generator in generating jailbreaks that are both threatening to the target LLMs and relevant to the given knowledge. We also apply our method to an out-of-domain knowledge base, showing that jailbreak-generator can generate jailbreaks that are comparable in harmfulness to those crafted by human experts. Data and code are available at: https://github.com/THU-KEG/Knowledge-to-Jailbreak/.

The vast pre-existing slides serve as rich and important materials to carry lecture knowledge. However, effectively leveraging lecture slides to serve students is difficult due to the multi-modal nature of slide content and the heterogeneous teaching actions. We study the problem of discovering effective designs that convert a slide into an interactive lecture. We develop Slide2Lecture, a tuning-free and knowledge-regulated intelligent tutoring system that can (1) effectively convert an input lecture slide into a structured teaching agenda consisting of a set of heterogeneous teaching actions; (2) create and manage an interactive lecture that generates responsive interactions catering to student learning demands while regulating the interactions to follow teaching actions. Slide2Lecture contains a complete pipeline for learners to obtain an interactive classroom experience to learn the slide. For teachers and developers, Slide2Lecture enables customization to cater to personalized demands. Slide2Lecture's online deployment has made more than 200K interactions with students in the 3K lecture sessions. We release our implementation at https://github.com/NewEduAI/Release.

Large language models have achieved remarkable success on general NLP tasks, but they may fall short for domain-specific problems. Recently, various Retrieval-Augmented Large Language Models (RALLMs) are proposed to address this shortcoming. However, existing evaluation tools only provide a few baselines and evaluate them on various domains without mining the depth of domain knowledge. In this paper, we address the challenges of evaluating RALLMs by introducing the R-Eval toolkit, a Python toolkit designed to streamline the evaluation of different RAG workflows in conjunction with LLMs. Our toolkit, which supports popular built-in RAG workflows and allows for the incorporation of customized testing data on the specific domain, is designed to be user-friendly, modular, and extensible. We conduct an evaluation of 21 RALLMs across three task levels and two representative domains, revealing significant variations in the effectiveness of RALLMs across different tasks and domains. Our analysis emphasizes the importance of considering both task and domain requirements when choosing a RAG workflow and LLM combination. We are committed to continuously maintaining our platform at https://github.com/THU-KEG/R-Eval to facilitate both the industry and the researchers.

With the rapid proliferation of scientific literature, versatile academic knowledge services increasingly rely on comprehensive academic graph mining. Despite the availability of public academic graphs, benchmarks, and datasets, these resources often fall short in multi-aspect and fine-grained annotations, are constrained to specific task types and domains, or lack underlying real academic graphs. In this paper, we present OAG-Bench, a comprehensive, multi-aspect, and fine-grained human-curated benchmark based on the Open Academic Graph (OAG). OAG-Bench covers 10 tasks, 20 datasets, 70+ baselines, and 120+ experimental results to date. We propose new data annotation strategies for certain tasks and offer a suite of data pre-processing codes, algorithm implementations, and standardized evaluation protocols to facilitate academic graph mining. Extensive experiments reveal that even advanced algorithms like large language models (LLMs) encounter difficulties in addressing key challenges in certain tasks, such as paper source tracing and scholar profiling. We also introduce the Open Academic Graph Challenge (OAG-Challenge) to encourage community input and sharing. We envisage that OAG-Bench can serve as a common ground for the community to evaluate and compare algorithms in academic graph mining, thereby accelerating algorithm development and advancement in this field. OAG-Bench is accessible at https://www.aminer.cn/data/.

Despite the recent emergence of video captioning models, how to generate vivid, fine-grained video descriptions based on the background knowledge (i.e., long and informative commentary about the domain-specific scenes with appropriate reasoning) is still far from being solved, which however has great applications such as automatic sports narrative. Based on soccer game videos and synchronized commentary data, we present GOAL, a benchmark of over 8.9k soccer video clips, 22k sentences, and 42k knowledge triples for proposing a challenging new task setting as Knowledge-grounded Video Captioning (KGVC). We experimentally test existing state-of-the-art (SOTA) methods on this resource to demonstrate the future directions for improvement in this challenging task. We hope that our data resource (now available at https://github.com/THU-KEG/goal) can serve researchers and developers interested in knowledge-grounded cross-modal applications.

Teaching assistants have played essential roles in the long history of education. However, few MOOC platforms are providing human or virtual teaching assistants to support learning for massive online students due to the complexity of real-world online education scenarios and the lack of training data. In this paper, we present a virtual MOOC teaching assistant, LittleMu with minimum labeled training data, to provide question answering and chit-chat services. Consisting of two interactive modules of heterogeneous retrieval and language model prompting, LittleMu first integrates structural, semi- and unstructured knowledge sources to support accurate answers for a wide range of questions. Then, we design delicate demonstrations named "Chain of Teach" prompts to exploit the large-scale pre-trained model to handle complex uncollected questions. Except for question answering, we develop other educational services such as knowledge-grounded chit-chat. We test the system's performance via both offline evaluation and online deployment. Since May 2020, our LittleMu system has served over 80,000 users with over 300,000 queries from over 500 courses on XuetangX MOOC platform, which continuously contributes to a more convenient and fair education. Our code, services, and dataset will be available at https://github.com/THU-KEG/VTA.

We present GLM-Dialog, a large-scale language model (LLM) with 10B parameters capable of knowledge-grounded conversation in Chinese using a search engine to access the Internet knowledge. GLM-Dialog offers a series of applicable techniques for exploiting various external knowledge including both helpful and noisy knowledge, enabling the creation of robust knowledge-grounded dialogue LLMs with limited proper datasets. To evaluate the GLM-Dialog more fairly, we also propose a novel evaluation method to allow humans to converse with multiple deployed bots simultaneously and compare their performance implicitly instead of explicitly rating using multidimensional metrics. Comprehensive evaluations from automatic to human perspective demonstrate the advantages of GLM-Dialog comparing with existing open source Chinese dialogue models. We release both the model checkpoint and source code, and also deploy it as a WeChat application to interact with users. We offer our evaluation platform online in an effort to prompt the development of open source models and reliable dialogue evaluation systems. All the source code is available on Github.

Student modeling, the task of inferring a student's learning characteristics through their interactions with coursework, is a fundamental issue in intelligent education. Although the recent attempts from knowledge tracing and cognitive diagnosis propose several promising directions for improving the usability and effectiveness of current models, the existing public datasets are still insufficient to meet the need for these potential solutions due to their ignorance of complete exercising contexts, fine-grained concepts, and cognitive labels. In this paper, we present MoocRadar, a fine-grained, multi-aspect knowledge repository consisting of 2,513 exercise questions, 5,600 knowledge concepts, and over 12 million behavioral records. Specifically, we propose a framework to guarantee a high-quality and comprehensive annotation of fine-grained concepts and cognitive labels. The statistical and experimental results indicate that our dataset provides the basis for the future improvements of existing methods. Moreover, to support the convenient usage for researchers, we release a set of tools for data querying, model adaption, and even the extension of our repository, which are now available at https://github.com/THU-KEG/MOOC-Radar.

In today's massive news streams, storylines can help us discover related event pairs and understand the evolution of hot events. Hence many efforts have been devoted to automatically constructing news storylines. However, the development of these methods is strongly limited by the size and quality of existing storyline datasets since news storylines are expensive to annotate as they contain a myriad of unlabeled relationships growing quadratically with the number of news events. Working around these difficulties, we propose a sophisticated pre-processing method to filter candidate news pairs by entity co-occurrence and semantic similarity. With the filter reducing annotation overhead, we construct CStory, a large-scale Chinese news storyline dataset, which contains 11,978 news articles, 112,549 manually labeled storyline relation pairs, and 49,832 evidence sentences for annotation judgment. We conduct extensive experiments on CStory using various algorithms and find that constructing news storylines is challenging even for pre-trained language models. Empirical analysis shows that the sample unbalance issue significantly influences model performance, which shall be the focus of future works. Our dataset is now publicly available at https://github.com/THU-KEG/CStory.

Self-supervised entity alignment (EA) aims to link equivalent entities across different knowledge graphs (KGs) without the use of pre-aligned entity pairs. The current state-of-the-art (SOTA) self-supervised EA approach draws inspiration from contrastive learning, originally designed in computer vision based on instance discrimination and contrastive loss, and suffers from two shortcomings. Firstly, it puts unidirectional emphasis on pushing sampled negative entities far away rather than pulling positively aligned pairs close, as is done in the well-established supervised EA. Secondly, it advocates the minimum information requirement for self-supervised EA, while we argue that self-described KG's side information (e.g., entity name, relation name, entity description) shall preferably be explored to the maximum extent for the self-supervised EA task. In this work, we propose an interactive contrastive learning model for self-supervised EA. It conducts bidirectional contrastive learning via building pseudo-aligned entity pairs as pivots to achieve direct cross-KG information interaction. It further exploits the integration of entity textual and structural information and elaborately designs encoders for better utilization in the self-supervised setting. Experimental results show that our approach outperforms the previous best self-supervised method by a large margin (over 9% [email protected] absolute improvement on average) and performs on par with previous SOTA supervised counterparts, demonstrating the effectiveness of the interactive contrastive learning for self-supervised EA. The code and data are available at https://github.com/THU-KEG/ICLEA.

Large-scale pre-trained language models (PLMs) have shown promising advances on various downstream tasks, among which dialogue is one of the most concerned. However, there remain challenges for individual developers to create a knowledge-grounded dialogue system upon such big models because of the expensive cost of collecting the knowledge resources for supporting the system as well as tuning these large models for the task. To tackle these obstacles, we propose XDAI, a knowledge-grounded dialogue system that is equipped with the prompt-aware tuning-free PLM exploitation and supported by the ready-to-use open-domain external knowledge resources plus the easy-to-change domain-specific mechanism. With XDAI, the developers can leverage the PLMs without any fine-tuning cost to quickly create the open-domain dialogue systems as well as easily customize their own domain-specific systems. Extensive experiments including human evaluation, Turing test, and online evaluation have demonstrated the competitive performance of XDAI compared with the state-of-the-art general PLMs and specific PLMs for dialogue. XDAI pilots studies on the exploitation of PLMs and made intriguing findings which could be inspiring for the future research on other PLM-based applications.

The prosperity of massive open online courses provides fodder for plentiful research efforts on adaptive learning. However, current open-access educational datasets are still far from sufficient to meet the need for various topics of adaptive learning. Existing released datasets often cover only small-scale data, lack fine-grained knowledge concepts. They are even difficult to curate and supplement due to platform limitations. In this work, we construct MOOCCubeX, a large, knowledge-centered repository consisting of 4,216 courses, 230,263 videos, 358,265 exercises, 637,572 fine-grained concepts and over 296 million behavioral data of 3,330,294 students, for supporting the research topics on adaptive learning in MOOCs. Licensed by XuetangX, one of the largest MOOC websites in China, we obtain abundant and diverse course resources and student behavioral data and are permitted to make subsequent periodic updates. We propose a framework to accomplish data processing, weakly supervised fine-grained concept graph mining, and data curation to improve usability and richness. Based on the fine-grained concepts, we re-organize the data from the knowledge perspective and acquire more external learning resources from the web. Our repository is now available at https://github.com/THU-KEG/MOOCCubeX.