Cognitive diagnosis aims to infer students' mastery levels over knowledge components from their learning interactions, supporting personalized education applications. However, existing models encode responses as binary correctness labels, discarding information about which specific option a student selected. This input-level information loss limits their ability to distinguish qualitatively different error types. As a result, providing interpretable diagnostic outputs becomes challenging. To address these limitations, we propose SACD, a semantic-augmented cognitive diagnosis framework that integrates LLM-based semantic analysis with student behavioral modeling. SACD comprises the following key components. First, an LLM-based exercise diagnostic generator analyzes exercise content and produces structured semantic annotations for each answer choice, capturing the specific misconceptions each option represents. Second, a kernel-based alignment mechanism projects semantic embeddings and behavioral representations into a unified kernel space, enabling effective fusion of heterogeneous information. Third, an interpretable diagnosis layer predicts student performance and generates fine-grained mastery estimates, which LLMs further process to produce actionable learning plans. Extensive experiments on three real-world datasets demonstrate that SACD achieves superior prediction accuracy while enabling interpretable, actionable diagnostics.

Knowledge tracing (KT) aims to personalize online education on large-scale web-based platforms by modeling students' evolving knowledge states from their interaction sequences. However, most KT models rely on a single encoder architecture (e.g., self-attention or RNN), with fixed inductive biases that fails to capture the diversity of learning behaviors. Specifically, student learning unfolds across multiple timescales, and interaction sequences contain diverse frequency components ranging from short-term variations to long-term trends. Our data-driven analysis reveals that existing encoders exhibit characteristic frequency biases (e.g., self-attention tends to emphasize low-frequency patterns), highlighting the limitations of any single architecture. To address this problem, we propose FA-KT, a frequency-aware mixture of heterogeneous experts framework. FA-KT combines self-attention, Mamba, CNN, and LSTM experts, each with complementary frequency biases. A frequency-aware router analyzes each sequence's frequency characteristics and adaptively combines experts to create dynamic, personalized encoders for individual students. Across five benchmark datasets, FA-KT consistently outperforms 20 strong KT baselines in predicting future performance. Code is available at https://pykt.org/.

Knowledge tracing (KT) is a problem of modeling students’ knowledge states to predict their future performance by observing their historical learning interactions. The collection of educational data presents significant challenges, as students’ limited learning engagement restricts the generation of large-scale interaction data, while stringent privacy regulations further limit the availability of student learning sequences from online platforms. Hence, it is crucial to enhance the capabilities of deep learning-based KT (DLKT) models by constructing large-scale datasets through the integration of student interaction data across multiple subjects and sources. The success of ChatGPT demonstrates that the decoder-only Transformer architecture is highly effective in capturing complex information from large-scale sequential data. Against this background, we propose a novel decoder-only Transformer architecture-based model, named Unified DLKT ( UniKT ), to learn coherent and unified representations across a wide range of data sources. Specifically, we combine student learning sequences from six educational scenarios and utilize a multi-source encoding to learn unified representations of interactions from mixed data. UniKT is a stack of Transformer decoder layers for handling long-term dependencies among students’ historical interactions and future performance. We evaluate UniKT on six publicly available real-world educational datasets, and experimental results demonstrate that our method outperforms the majority of existing DLKT models in terms of AUC and accuracy. Furthermore, the empirical analysis shows the strong transferability and adaptability of UniKT in learning from multiple sources. To encourage reproducible research, we make our data and code publicly available at https://pykt.org/ .

Knowledge tracing (KT) aims to predict students' future performance based on their past learning activities. However, no one is perfect. Factors such as carelessness, fatigue, and stress often cause students to make mistakes on problems they have already mastered, leading to anomalies in their historical learning data. These anomalies disrupt inherent patterns in the data, misleading the KT model. Extracting cognitive patterns that accurately reflect students' knowledge mastery from such error-prone data remains a significant challenge. Against this background, this paper proposes a novel KT method named RoubstKT, inspired by educational measurement theory and frequency-based decomposition. A cognitive decoupling analyzer is proposed to decouple the student's cognitive pattern and random factors from the data through smoothing and subtraction operations, then recombine them using a gating mechanism or adaptive parameter fusion strategy. To more effectively diagnose students' knowledge mastery, we employ a decay-based attention mechanism that focuses on random behaviors at adjacent time steps. We conducted comprehensive experiments based on real-world datasets and targeted datasets with added random noise. The experimental results demonstrated the effectiveness of the proposed method.

Knowledge tracing (KT) involves utilizing historical data from students’ learning interactions to model their mastery of knowledge over time, with the aim of predicting their future performance in interactions. Recently, significant advancements have been achieved through the application of various deep learning methodologies to address the KT challenge. However, a considerable proportion of deep learning-based knowledge tracing (DLKT) approaches exhibit striking similarities in their methodologies, and model designs, and even the outcomes demonstrate minimal divergence. In addition, the evaluation procedures employed in current DLKT studies are not standardized, resulting in substantial inconsistencies in the reported area under the curve (AUC) outcomes, despite analyzing the same model on identical datasets. To address the two aforementioned problems, this paper proposes a generalized DLKT framework and represents the existing DLKT models with five components, i.e., multimodal data encoder, student knowledge memory, auxiliary knowledge base, learning outcome objective, and computational efficiency and scalability. Furthermore, we develop and open source a standardized DLKT benchmark platform namedpyKT,1that consists of a standardized set of integrated data preprocessing procedures on 9 popular datasets across different domains, and 21 frequently compared DLKT model implementations. WithpyKT, we conduct empirical and reproducible research to assess the performance of prevalent DLKT algorithms in an unbiased and clear setting over multiple data sources. Finally, we discuss the applications of KT techniques in the educational sector and their future development directions.

Understanding student behavior patterns is fundamental to building smart campuses. However, the diversity of student behavior and the complexity of educational data not only bring great obstacles to the relevant research, but also leads to unstable performance and low reliability of current student behavior analysis systems. The emergence of educational big data and the latest advances in deep learning and representation learning provide unprecedented opportunities to tackle the above problems. In this talk, we introduce how we mine and analyze student behavior patterns by overcoming the complexity of educational data. Specifically, we propose a series of algorithmic frameworks, which take advantage of network science, data mining, and machine learning to form a data-driven system for mining and analyzing student behavior patterns. Our research not only fills the gap in the field of student abnormal behavior warning and student status monitoring, but also provides insights into data-driven smart city construction.

Abstract The transition from secondary education to higher education could be challenging for most freshmen. For students who fail to adjust to university life smoothly, their status may worsen if the university cannot offer timely and proper guidance. Helping students adapt to university life is a long‐term goal for any academic institution. Therefore, understanding the nature of the maladaptation phenomenon and the early prediction of “at‐risk” students are crucial tasks that urgently need to be tackled effectively. This article aims to analyze the relevant factors that affect the maladaptation phenomenon and predict this phenomenon in advance. We develop a prediction framework (MAladaptive STudEnt pRediction, MASTER) for the early prediction of students with maladaptation. First, our framework uses the SMOTE (Synthetic Minority Oversampling Technique) algorithm to solve the data label imbalance issue. Moreover, a novel ensemble algorithm, priority forest, is proposed for outputting ranks instead of binary results, which enables us to perform proactive interventions in a prioritized manner where limited education resources are available. Experimental results on real‐world education datasets demonstrate that the MASTER framework outperforms other state‐of‐art methods.

Mental health is an integral part of human health and well-being. Unhealthy mentality leads to serious consequences such as self-mutilation and suicide, especially for college students. While the literature focused on analysing the relationship between mental health and a single factor such as personality or behavior, accurate prediction is yet to be achieved due to the lack of cross-dimensional analysis and multi-dimensional joint prediction. To this end, this work proposes leveraging multiple factors from three crucial dimensions of mental health: behaviors, personality, and social networks. We recruited 490 college students, and collected their behavioral records from smart cards. In addition, we extracted their psychological traits from questionnaires, and social networks by conducting the survey on the nominating community members. We created a neural network-based model to integrate behavioral, psychological, and social network factors to predict mental health problems. The experimental results verify the efficacy of the proposed model, and demonstrate that the classification model of various factors effectively predicts the students’ mental issues.

Facial appearance matters in social networks. Individuals frequently make trait judgments from facial clues. Although these face-based impressions lack the evidence to determine validity, they are of vital importance, because they may relate to human network-based social behavior, such as seeking certain individuals for help, advice, dating, and cooperation, and thus they may relate to centrality in social networks. However, little to no work has investigated the apparent facial traits that influence network centrality, despite the large amount of research on attributions of the central position including personality and behavior. In this paper, we examine whether perceived traits based on facial appearance affect network centrality by exploring the initial stage of social network formation in a first-year college residential area. We took face photos of participants who are freshmen living in the same residential area, and we asked them to nominate community members linking to different networks. We then collected facial perception data by requiring other participants to rate facial images for three main attributions: dominance, trustworthiness, and attractiveness. Meanwhile, we proposed a framework to discover how facial appearance affects social networks. Our results revealed that perceived facial traits were correlated with the network centrality and that they were indicative to predict the centrality of people in different networks. Our findings provide psychological evidence regarding the interaction between faces and network centrality. Our findings also offer insights in to a combination of psychological and social network techniques, and they highlight the function of facial bias in cuing and signaling social traits. To the best of our knowledge, we are the first to explore the influence of facial perception on centrality in social networks.