Cognitive diagnosis (CD) plays a crucial role in intelligent education, evaluating students' comprehension of knowledge concepts based on their test histories. However, current CD methods often model students, exercises, and knowledge concepts solely on their ID relationships, neglecting the abundant semantic relationships present within the educational data space. Furthermore, contemporary intelligent tutoring systems (ITS) frequently involve the addition of new students and exercises, creating cold-start scenarios that ID-based methods find challenging to manage effectively. The advent of large language models (LLMs) offers the potential for overcoming this challenge with open-world knowledge. In this paper, we propose LLM4CD, which Leverages Large Language Models for open-world knowledge Augmented Cognitive Diagnosis. Our method utilizes the open-world knowledge of LLMs to construct cognitively expressive textual representations, which are then encoded to introduce rich semantic information into the CD task. Additionally, we propose an innovative bi-level encoder framework that models students' test histories through two levels of encoders: a macro-level cognitive text encoder and a micro-level knowledge state encoder. This approach substitutes traditional ID embeddings with semantic representations, enabling the model to accommodate new students and exercises with open-world knowledge and address the cold-start problem. Extensive experimental results demonstrate that LLM4CD consistently outperforms previous CD models on multiple real-world datasets, validating the effectiveness of leveraging LLMs to introduce rich semantic information into the CD task.

A question-answering (QA) simulator is a model that simulates human students QA behaviors. By leveraging QA history to estimate the probability of correctly answering a newly recommended question, the simulator enables the educational recommender systems to be trained in a simulated environment, protecting human students from the potential negative impact of low-quality recommendations. Despite its significant importance, the construction of QA simulators has not been thoroughly explored in the research domain of AI. Previous methods mainly rely on existing knowledge tracing (KT) models to construct such a simulator. However, due to the discrepancy between the KT task and the simulation task, those KT-based simulators suffer from severe bias accumulation, which limits the effectiveness of the simulation. In this paper, we propose a method called Diffusion-based Simulator (DSim), which takes advantage of diffusion to alleviate the bias accumulation. To our knowledge, DSim is the first to focus on building a QA simulator.

Abstract Educational Data Mining (EDM) has emerged as a vital field of research, which harnesses the power of computational techniques to analyze educational data. With the increasing complexity and diversity of academic data, Deep Learning techniques have shown significant advantages in addressing the challenges associated with analyzing and modeling this data. Existing studies are scattered across various domains, making it challenging to gain a comprehensive understanding of how Deep Learning techniques can transform educational practices. This survey aims to systematically review the state-of-the-art in EDM with Deep Learning. We begin by providing a brief introduction to EDM and Deep Learning, highlighting their relevance in the context of modern education. Next, we present a detailed review of Deep Learning techniques applied in four typical educational scenarios, including knowledge tracing, student behavior detection, performance prediction, and personalized recommendation. Furthermore, a comprehensive overview of public datasets and processing tools for EDM is provided. Finally, we point out emerging trends and future directions, aiming to guide researchers and practitioners in advancing the field of EDM.

Knowledge Tracing (KT) aims to determine whether students will respond correctly to the next question, which is a crucial task in intelligent tutoring systems (ITS). In educational KT scenarios, transductive ID-based methods often face severe data sparsity and cold start problems, where interactions between individual students and questions are sparse, and new questions and concepts consistently arrive in the database. In addition, existing KT models only implicitly consider the correlation between concepts and questions, lacking direct modeling of the more complex relationships in the heterogeneous graph of concepts and questions. In this paper, we propose a Structure-aware INductive Knowledge Tracing model with large language model (dubbed SINKT), which, for the first time, introduces large language models (LLMs) and realizes inductive knowledge tracing. Firstly, SINKT utilizes LLMs to introduce structural relationships between concepts and constructs a hetero- geneous graph for concepts and questions. Secondly, by encoding concepts and questions with LLMs, SINKT incorporates semantic information to aid prediction. Finally, SINKT predicts the student's response to the target question by interacting with the student's knowledge state and the question representation. Experiments on four real-world datasets demonstrate that SINKT achieves state-of-the-art performance among 12 existing transductive KT models. Additionally, we explore the performance of SINKT on the inductive KT task and provide insights into various modules.

Educational recommendation seeks to suggest knowledge concepts that match a learner's ability, thus facilitating a personalized learning experience. In recent years, reinforcement learning (RL) methods have achieved considerable results by taking the encoding of the learner's exercise log as the state and employing an RL-based agent to make suitable recommendations. However, these approaches suffer from handling the diverse and dynamic learner's knowledge states. In this paper, we introduce the privileged feature distillation technique and propose the P rivileged K nowledge S tate D istillation (PKSD ) framework, allowing the RL agent to leverage the "actual'' knowledge state as privileged information in the state encoding to help tailor recommendations to meet individual needs. Concretely, our PKSD takes the privileged knowledge states together with the representations of the exercise log for the state representations during training. And through distillation, we transfer the ability to adapt to learners to aknowledge state adapter. During inference, theknowledge state adapter would serve as the estimated privileged knowledge states instead of the real one since it is not accessible. Considering that there are strong connections among the knowledge concepts in education, we further propose to collaborate the graph structure learning for concepts into our PKSD framework. This new approach is termed GEPKSD (Graph-Enhanced PKSD). As our method is model-agnostic, we evaluate PKSD and GEPKSD by integrating them with five different RL bases on four public simulators, respectively. Our results verify that PKSD can consistently improve the recommendation performance with various RL methods, and our GEPKSD could further enhance the effectiveness of PKSD in all the simulations.

Goal-oriented Learning path recommendation aims to recommend learning items (concepts or exercises) step-by-step to a learner to promote the mastery level of her specific learning goals. By formulating this task as a Markov decision process, reinforcement learning (RL) methods have demonstrated great power. Although extensive research efforts have been made, previous methods still fail to recommend effective goal-oriented paths due to the under-utilizing of goals. Specifically, it is mainly reflected in two aspects: (1)The lack of goal planning. When learners have multiple goals with different difficulties, the previous methods can't fully utilize the difficulties and dependencies between goal learning items to plan the sequence of achieving these goals, making the path chaotic and inefficient; (2)The lack of efficiency in goal achieving. When pursuing a single goal, the path may contain learning items unrelated to the goal, which makes realizing a certain goal inefficient. To address these challenges, we present a novel Graph Enhanced Hierarchical Reinforcement Learning (GEHRL) framework for goal-oriented learning path recommendation. The framework divides learning path recommendation into two parts: sub-goal selection(planning) and sub-goal achieving(learning item recommendation). Specifically, we employ a high-level agent as a sub-goal selector to select sub-goals for the low-level agent to achieve. The low-level agent in the framework is to recommend learning items to the learner. To make the path only contain goal-related learning items to improve the efficiency of achieving the goal, we develop a graph-based candidate selector to constrain the action space of the low-level agent based on the sub-goal and knowledge graph. We also develop test-based internal reward for low-level training so that the sparsity problem of external reward can be alleviated. Extensive experiments on three different simulators demonstrate our framework achieves state-of-the-art performance.

Position auctions are widely studied in the context of sponsored search advertising, where multiple ad slots are sold in a single auction. In traditional sponsored search, bids are submitted at the keyword level, while recent works have explored transitioning to impression-level bidding using Real-Time Bidding (RTB) techniques to achieve finer bidding. However, position auctions introduce varying user appeal across different positions and more dynamic auction landscape, which RTB, originally devised for single-slot display advertising, fails to address adequately.

Computerized Adaptive Testing (CAT) refers to an online system that adaptively selects the best-suited question for students with various abilities based on their historical response records. Compared with traditional CAT methods based on heuristic rules, recent data-driven CAT methods obtain higher performance by learning from large-scale datasets. However, most CAT methods only focus on the quality objective of predicting the student ability accurately, but neglect concept diversity or question exposure control, which are important considerations in ensuring the performance and validity of CAT. Besides, the students' response records contain valuable relational information between questions and knowledge concepts. The previous methods ignore this relational information, resulting in the selection of sub-optimal test questions. To address these challenges, we propose a Graph-Enhanced Multi-Objective method for CAT (GMOCAT). Firstly, three objectives, namely quality, diversity and novelty, are introduced into the Scalarized Multi-Objective Reinforcement Learning framework of CAT, which respectively correspond to improving the prediction accuracy, increasing the concept diversity and reducing the question exposure. We use an Actor-Critic Recommender to select questions and optimize three objectives simultaneously by the scalarization function. Secondly, we utilize the graph neural network to learn relation-aware embeddings of questions and concepts. These embeddings are able to aggregate neighborhood information in the relation graphs between questions and concepts. We conduct experiments on three real-world educational datasets. The experimental results show that GMOCAT not only outperforms the state-of-the-art methods in the ability prediction, but also achieve superior performance in improving the concept diversity and alleviating the question exposure.

Integrated ranking is critical in industrial recommendation systems and has attracted increasing attention. In an integrated ranking system, items from multiple channels are merged together and form an integrated list. During this process, apart from optimizing the system's utility like the total number of clicks, a fair allocation of the exposure opportunities over different channels also needs to be satisfied. To address this problem, we propose an integrated ranking model called Integrated Deep-Q Network (iDQN), which jointly considers user preferences, the platform's utility, and the exposure fairness. Extensive offline experiments validate the effectiveness of iDQN in managing the tradeoff between utility and fairness. Moreover, iDQN also has been deployed onto the online AppStore platform in Huawei, where the online A/B test shows iDQN outperforms the baseline by 1.87% and 2.21% in terms of utility and fairness, respectively.

Online education, which educates students that cannot be present at school, has become an important supplement to traditional education. Without the direct supervision and instruction of teachers, online education is always concerned with potential distractions and misunderstandings. Learning Style Classification (LSC) is proposed to analyze the learning behavior patterns of online learning users, based on which personalized learning paths are generated to help them learn and maintain their interests.

Knowledge tracing, which estimates students' knowledge states by predicting the probability that they correctly answer questions, is an essential task for online learning platforms. It has gained much attention in the decades due to its importance to downstream tasks like learning material arrangement, etc. The previous deep learning-based methods trace students' knowledge states with the explicitly intra-student information, i.e., they only consider the historical information of individuals to make predictions. However, they neglect the inter-student information, which contains the response correctness of other students who have similar question-answering experiences, may offer some valuable clues. Based on this consideration, we propose a method called Collaborative Knowledge Tracing (CoKT) in this paper, which sufficiently exploits the inter-student information in knowledge tracing. It retrieves the sequences of peer students who have similar question-answering experiences to obtain the inter-student information, and integrates the inter-student information with the intra-student information to trace students' knowledge states and predict their correctness in answering questions. We validate the effectiveness of our method on four real-world datasets and compare it with 11 baselines. The experimental results reveal that CoKT achieves the best performance.