Knowledge Tracing (KT) predicts future performance by modeling students' historical interactions, and understanding students' affective states can enhance the effectiveness of KT, thereby improving the quality of education. Although traditional KT values students' cognition and learning behaviors, efficient evaluation of students' affective states and their application in KT still require further exploration due to the non-affect-oriented nature of the data and budget constraints. To address this issue, we propose a computation-driven approach,DynamicAffectSimulationKnowledgeTracing (DASKT), to explore the impact of various student affective states (such as frustration, concentration, boredom, and confusion) on their knowledge states. In this model, we first extract affective factors from students' non-affect-oriented behavioral data, then use clustering and spatiotemporal sequence modeling to accurately simulate students' dynamic affect changes when dealing with different problems. Subsequently, we incorporate affect with time-series analysis to improve the model's ability to infer knowledge states over time and space. Extensive experimental results on two public real-world educational datasets show that DASKT can achieve more reasonable knowledge states under the effect of students' affective states. Moreover, DASKT outperforms the most advanced KT methods in predicting student performance. Our research highlights a promising avenue for future KT studies, focusing on achieving high interpretability and accuracy.

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

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

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.

Researchers have successfully adapted the privacy-preserving Federated Learning (FL) to news recommendation tasks to better protect users' privacy, although typically at the cost of performance degradation due to the data heterogeneity issue. To address this issue, Personalized Federated Learning (PFL) has emerged, among which model interpolation is a promising approach that interpolates the local personalized models with the global model. However, the existing model interpolation method may not work well for news recommendation tasks for some reasons. First, it neglects the fine-grained personalization needs at both the temporal and spatial levels in news recommendation tasks. Second, due to the cold-user problem in real-world news recommendation tasks, the local personalized models may perform poorly, thus limiting the performance gain from model interpolation. To this end, we propose FINDING (Federated News Recommendation with Fine-grained Interpolation and Dynamic Clustering ), a novel personalized federated learning framework based on model interpolation. Specifically, we first propose the fine-grained model interpolation strategy which interpolates the local personalized models with the global model in a time-aware and layer-aware way. Then, to address the cold-user problem in news recommendation tasks, we adopt the group-level personalization approach where users are dynamically clustered into groups and the group-level personalized models are used for interpolation. Extensive experiments on two real-world datasets show that our method can effectively handle the above limitations of the current model interpolation method and alleviate the heterogeneity issue faced by traditional FL.

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.

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

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.

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.

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