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.

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.

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.

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.

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.

Although pre-trained language models~(PLMs) have recently advanced the research progress in mathematical reasoning, they are not specially designed as a capable multi-task solver, suffering from high cost for multi-task deployment (e.g. a model copy for a task) and inferior performance on complex mathematical problems in practical applications. To address these issues, we propose JiuZhang 2.0, a unified Chinese PLM specially for multi-task mathematical problem solving. Our idea is to maintain a moderate-sized model and employ the cross-task knowledge sharing to improve the model capacity in a multi-task setting. Specially, we construct a Mixture-of-Experts (MoE) architecture for modeling mathematical text, to capture the common mathematical knowledge across tasks. For optimizing the MoE architecture, we design multi-task continual pre-training and multi-task fine-tuning strategies for multi-task adaptation. These training strategies can effectively decompose the knowledge from the task data and establish the cross-task sharing via expert networks. To further improve the general capacity of solving different complex tasks, we leverage large language models (LLMs) as complementary models to iteratively refine the generated solution by our PLM, via in-context learning. Extensive experiments have demonstrated the effectiveness of our model.

Cognitive diagnosis (CD) aims to reveal the proficiency of students on specific knowledge concepts and traits of test exercises (e.g., difficulty). It plays a critical role in intelligent education systems by supporting personalized learning guidance. However, recent developments in CD mostly concentrate on improving the accuracy of diagnostic results and often overlook the important and practical task: domain-level zero-shot cognitive diagnosis (DZCD). The primary challenge of DZCD is the deficiency of student behavior data in the target domain due to the absence of student-exercise interactions or unavailability of exercising records for training purposes. To tackle the cold-start issue, we propose a two-stage solution named TechCD (Transferable knowledgE Concept grapH embedding framework for Cognitive Diagnosis). The fundamental notion involves utilizing a pedagogical knowledge concept graph (KCG) as a mediator to connect disparate domains, allowing the transmission of student cognitive signals from established domains to the zero-shot cold-start domain. Specifically, a naive yet effective graph convolutional network (GCN) with the bottom-layer discarding operation is initially employed over the KCG to learn transferable student cognitive states and domain-specific exercise traits. Moreover, we give three implementations of the general TechCD framework following the typical cognitive diagnosis solutions. Finally, extensive experiments on real-world datasets not only prove that Tech can effectively perform zero-shot diagnosis, but also give some popular applications such as exercise recommendation.

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.

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.

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.

This paper aims to advance the mathematical intelligence of machines by presenting the first Chinese mathematical pre-trained language model (PLM) for effectively understanding and representing mathematical problems. Unlike other standard NLP tasks, mathematical texts are difficult to understand, since they involve mathematical terminology, symbols and formulas in the problem statement. Typically, it requires complex mathematical logic and background knowledge for solving mathematical problems.

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.

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.

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.

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.

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.

Alzheimer’s disease is a chronic neurodegenerative disease that usually starts slowly and gradually worsens over time. Although there’s no cure for Alzheimer’s disease yet, a number of recent researches have shown that the early diagnosis and intervention could not only improve the quality of life but also help to slow the progression of the disease. Clock Drawing Test (CDT) is one of the commonly used clinical methods for screening cognitive impairment, due to its simplicity and convenience. In this paper, we’d like to introduce DCDT, a novel Clock Drawing Test system based on digital collection and intellectualized analysis. We first introduce the background of AD and CDT, and then describe the DCDT system from the external and internal aspects. Finally, the demonstration scenario is described briefly.

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.

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.

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.

Hierarchical multi-label text classification (HMTC) is a fundamental but challenging task of numerous applications (e.g., patent annotation), where documents are assigned to multiple categories stored in a hierarchical structure. Categories at different levels of a document tend to have dependencies. However, the majority of prior studies for the HMTC task employ classifiers to either deal with all categories simultaneously or decompose the original problem into a set of flat multi-label classification subproblems, ignoring the associations between texts and the hierarchical structure and the dependencies among different levels of the hierarchical structure. To that end, in this paper, we propose a novel framework called Hierarchical Attention-based Recurrent Neural Network (HARNN) for classifying documents into the most relevant categories level by level via integrating texts and the hierarchical category structure. Specifically, we first apply a documentation representing layer for obtaining the representation of texts and the hierarchical structure. Then, we develop an hierarchical attention-based recurrent layer to model the dependencies among different levels of the hierarchical structure in a top-down fashion. Here, a hierarchical attention strategy is proposed to capture the associations between texts and the hierarchical structure. Finally, we design a hybrid method which is capable of predicting the categories of each level while classifying all categories in the entire hierarchical structure precisely. Extensive experimental results on two real-world datasets demonstrate the effectiveness and explanatory power of HARNN.

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.

Adaptive learning, also known as adaptive teaching, relies on learning path recommendation, which sequentially recommends personalized learning items (e.g., lectures, exercises) to satisfy the unique needs of each learner. Although it is well known that modeling the cognitive structure including knowledge level of learners and knowledge structure (e.g., the prerequisite relations) of learning items is important for learning path recommendation, existing methods for adaptive learning often separately focus on either knowledge levels of learners or knowledge structure of learning items. To fully exploit the multifaceted cognitive structure for learning path recommendation, we propose a Cognitive Structure Enhanced framework for Adaptive Learning, named CSEAL. By viewing path recommendation as a Markov Decision Process and applying an actor-critic algorithm, CSEAL can sequentially identify the right learning items to different learners. Specifically, we first utilize a recurrent neural network to trace the evolving knowledge levels of learners at each learning step. Then, we design a navigation algorithm on the knowledge structure to ensure the logicality of learning paths, which reduces the search space in the decision process. Finally, the actor-critic algorithm is used to determine what to learn next and whose parameters are dynamically updated along the learning path. Extensive experiments on real-world data demonstrate the effectiveness and robustness of CSEAL.

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.