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.

In the realm of recommender systems, accurately predicting Click-Through Rate (CTR) is a critical task that involves learning user-item interaction features. Many researchers propose novel models to mine interaction signals, but they neglect that redundancy itself causes high computational cost and leads to suboptimal performance. Some tried to remove redundancy by dropping useless features, or shrinking the size of embedding table. However, current feature selection methods are vulnerable to training stochasticity and data dynamics, while embedding size assignment techniques neglect the importance relationships between feature fields. The simple combination of the two optimization ways will also yield poor performance due to the inherent gap in their optimization targets. Hence, there is no effective paradigm that can optimize feature fields from the two aspects in a simultaneous and coordinated way. In this paper, we identify the core issue as the lack of a practical score to measure the contribution of feature fields, and propose a distribution-based field optimization framework that adopts importance distribution to provide a comprehensive view for both methods. We innovatively design a learner for each field to acquire the stable and comprehensive importance situation. Then, based on this, we eliminate noise features, and assign adaptive embedding sizes for different feature fields according to the similarity of importance. With this field optimization, our proposed framework has extremely low pre-training overhead, greatly reduces training and inference time, and even achieves more accurate prediction results with fewer feature fields.

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.

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.

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.

Representation learning of examination papers is significantly crucial for online education systems, as it benefits various applications such as estimating paper difficulty and examination paper retrieval. Previous works mainly explore the representation learning of individual questions in an examination paper, with limited attention given to the examination paper as a whole. In fact, the structure of examination papers is strongly correlated with paper properties such as paper difficulty, which existing paper representation methods fail to capture adequately. To this end, we propose a pre-trained model namely PaperLM to learn the representation of examination papers. Our model integrates both the text content and hierarchical structure of examination papers within a single framework by converting the path of the Examination Organization Tree (EOT) into embedding. Furthermore, we specially design three pre-training objectives for PaperLM, namely EOT Node Relationship Prediction (ENRP), Question Type Prediction (QTP) and Paper Contrastive Learning (PCL), aiming to capture features from text and structure effectively. We pre-train our model on a real-world examination paper dataset, and then evaluate the model with three down-stream tasks: paper difficulty estimation, examination paper retrieval, and paper clustering. The experimental results demonstrate the effectiveness of our method.

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.

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.

Programming has become an important skill for individuals nowadays. For the demand to improve personal programming skill, tracking programming skill proficiency is getting more and more important. However, few researchers pay attention to measuring the programming skill of learners. Most of existing studies on learner capability portrait only made use of the exercise results, while the rich behavioral information contained in programming exercise process remains unused. Therefore, we propose a model that measures skill proficiency in programming exercise process named Programming Skill Tracing (PST). We designed Code Information Graph (CIG) to represent the feature of learners' solution code, and Code Tracing Graph (CTG) to measure the changes between the adjacent submissions. Furthermore, we divided programming skill into programming knowledge and coding ability to get more fine-grained assessment. Finally, we conducted various experiments to verify the effectiveness and interpretability of our PST model.

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.

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.

Review based recommendation utilizes both users’ rating records and the associated reviews for recommendation. Recently, with the rapid demand for explanations of recommendation results, reviews are used to train the encoder–decoder models for explanation text generation. As most of the reviews are general text without detailed evaluation, some researchers leveraged auxiliary information of users or items to enrich the generated explanation text. Nevertheless, the auxiliary data is not available in most scenarios and may suffer from data privacy problems. In this article, we argue that the reviews contain abundant semantic information to express the users’ feelings for various aspects of items, while these information are not fully explored in current explanation text generation task. To this end, we study how to generate more fine-grained explanation text in review based recommendation without any auxiliary data. Though the idea is simple, it is non-trivial since the aspect is hidden and unlabeled. Besides, it is also very challenging to inject aspect information for generating explanation text with noisy review input. To solve these challenges, we first leverage an advanced unsupervised neural aspect extraction model to learn the aspect-aware representation of each review sentence. Thus, users and items can be represented in the aspect space based on their historical associated reviews. After that, we detail how to better predict ratings and generate explanation text with the user and item representations in the aspect space. We further dynamically assign review sentences which contain larger proportion of aspect words with larger weights to control the text generation process, and jointly optimize rating prediction accuracy and explanation text generation quality with a multi-task learning framework. Finally, extensive experimental results on three real-world datasets demonstrate the superiority of our proposed model for both recommendation accuracy and explainability.

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.

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.

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.

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.

Concept map is an useful tool to help people organize and improve knowledge. Particularly in educational domain, it is beneficial for students and teachers to improve the learning and teaching quality. Traditionally, manual educational concept maps, provided by teachers, are quite time-consuming and limited to teachers' experience. Thus, it is meaningful to automatically construct high-quality concept maps. However, existing data-driven solutions only focus on either separate data source or single pedagogic relationship, which are not sufficient to satisfy actual demands. To this end, we propose a novel framework, named Extracting Multiple Relationships Concept Map (EMRCM), to construct multiple relations concept maps from Multi-source Data. Specifically, we design various targeted evidences to explore diverse information of multi-source data from different perspectives. Then, we employ three classic classifiers to bulid the predictive model for extracting key concepts and multiple concept relationships using the proposed evidences. We create a real dataset for empirically studying this problem. Extensive experiments on a real-world dataset show the effectiveness of our method.

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 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.

Recent decades have witnessed the rapid growth of educational data mining (EDM), which aims at automatically extracting valuable information from large repositories of data generated by or related to people’s learning activities in educational settings. One of the key EDM tasks is cognitive modelling with examination data, and cognitive modelling tries to profile examinees by discovering their latent knowledge state and cognitive level (e.g. the proficiency of specific skills). However, to the best of our knowledge, the problem of extracting information from both objective and subjective examination problems to achieve more precise and interpretable cognitive analysis remains underexplored. To this end, we propose a fuzzy cognitive diagnosis framework (FuzzyCDF) for examinees’ cognitive modelling with both objective and subjective problems. Specifically, to handle the partially correct responses on subjective problems, we first fuzzify the skill proficiency of examinees. Then we combine fuzzy set theory and educational hypotheses to model the examinees’ mastery on the problems based on their skill proficiency. Finally, we simulate the generation of examination score on each problem by considering slip and guess factors. In this way, the whole diagnosis framework is built. For further comprehensive verification, we apply our FuzzyCDF to three classical cognitive assessment tasks, i.e., predicting examinee performance, slip and guess detection, and cognitive diagnosis visualization. Extensive experiments on three real-world datasets for these assessment tasks prove that FuzzyCDF can reveal the knowledge states and cognitive level of the examinees effectively and interpretatively.

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.