Learning diagnosis is a critical task that monitors students' cognitive state during educational activities, with the goal of enhancing learning outcomes. With advancements in language models (LMs), many AI-driven educational studies have shifted towards conversational learning scenarios, where students engage in multi-turn interactive dialogues with tutors. However, conversational learning diagnosis remains underdeveloped, and most existing techniques acquire students' cognitive state through intuitive instructional prompts on LMs to analyze the dialogue text. This direct prompting approach lacks a solid psychological foundation and fails to ensure the reliability of the generated analytical text. In this study, we introduce ParLD, a preview-analyze-reason framework for conversational learning diagnosis, which leverages multi-agent collaboration to diagnose students' cognitive state over multiple dialogue turns. Specifically, ParLD comprises main components: (1) Behavior Previewer, which generates a student behavior schema based on previous states and learning content; (2) State Analyzer, which diagnose the tutor-student dialogue and behavior schema to update the cognitive state; and (3) Performance Reasoner, which predicts the student's future responses and provides verifiable feedback to support ParLD's self-reflection with the Chain Reflector. They operate sequentially and iteratively during each interaction turn to diagnose the student’s cognitive state. We conduct experiments to evaluate both performance prediction and tutoring support, emphasizing the effectiveness of ParLD in providing reliable and insightful learning diagnosis.

Zheng Zhang, Qi Liu, Siyuan Liang, Ning Li, Zirui Hu, Weibo Gao, Rui Li, Zhenya Huang, Leszek Rutkowski, Baosheng Yu, Dacheng Tao. Proceedings of the 64th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). 2026.

Graph rationalization methods aim to improve the explainability of Graph Neural Networks by identifying critical subgraphs (rationales) for task prediction. Motivated by increasing concerns over data privacy, federated graph rationalization has recently gained traction as a novel research area. However, in federated settings, data heterogeneity across clients exacerbates shortcut learning, where models rely on spurious and client-specific features rather than invariant causal rationales. Existing solutions, such as environment-aware data augmentation, suffer from low-quality environment representations. To address this, we propose DiffGR, a Diff erence-based sample selection strategy for federated Graph Rationalization. DiffGR selects samples where local and global models exhibit the highest prediction discrepancies, as these likely reflect strong shortcut reliance, enabling more accurate environment representations. Additionally, we introduce a mutual information (MI) inspired environment-conditioned data augmentation method that minimizes MI between environments and predictions while maximizing MI between rationales and predictions. Experiments on real-world and synthetic datasets demonstrate the effectiveness of DiffGR in improving rationale quality and model robustness in federated settings. Code is available at https://github.com/yuelinan/Codes-of-DiffGR.

Retrieval-Augmented Generation (RAG) enhances Large Language Models (LLMs) by retrieving relevant document from external knowledge sources. By referencing this external knowledge, RAG effectively reduces the generation of factually incorrect content and addresses hallucination issues within LLMs. Recently, there has been growing attention to improving the performance and efficiency of RAG systems from various perspectives. While these advancements have yielded significant results, the application of RAG in domains with considerable societal implications raises a critical question about fairness: What impact does the introduction of the RAG paradigm have on the fairness of LLMs? To address this question, we conduct extensive experiments by varying the LLMs, retrievers, and retrieval sources. Our experimental analysis reveals that the scale of the LLMs plays a significant role in influencing fairness outcomes within the RAG framework. When the model scale is smaller than 8B, the integration of retrieval mechanisms often exacerbates unfairness in small-scale LLMs (e.g., LLaMA3.2-1B, Mistral-7B, and LLaMA3-8B). To mitigate the fairness issues introduced by RAG for small-scale LLMs, we propose two approaches, FairFT and FairFilter. Specifically, in FairFT, we align the retriever with the LLM in terms of fairness, enabling it to retrieve documents that facilitate fairer model outputs. In FairFilter, we propose a fairness filtering mechanism to filter out biased content after retrieval. Finally, we validate our proposed approaches on real-world datasets, demonstrating their effectiveness in improving fairness while maintaining performance.

User modeling serves as a crucial foundation for researchers to capture useful potential characteristics, playing a pivotal role in various applications such as recommender systems. One common challenge in user modeling is the cold-start problem, where interactions are notably limited for new users. To tackle this issue, the paradigm of meta-learning has been introduced to user modeling, yielding promising results. Similar to a guidebook for a new traveler, meta-learning significantly influences decision-making for new users in critical scenarios, such as career recommendations. Consequently, the issue of fairness in meta-learning has become paramount. Several methods have been proposed to mitigate unfairness in meta-learning and have shown promising results. However, a fundamental question remains unexplored: What is the critical factor leading to unfairness in meta-learned user modeling? Through theoretical analysis that integrates the meta-learning paradigm with group fairness metrics, we identify group proportion imbalance as a critical factor. Subsequently, another question arises: How can we mitigate the influence of this factor to enhance fairness while ensuring accuracy? To this end, we introduce a novel F airness-aware A daptive S ampling framework for me T a-learning, abbreviated as FAST. Its core concept involves adaptively adjusting the sampling distribution for different user groups during the interleaved training process of meta-learning. Moreover, we provide theoretical guarantees demonstrating the convergence of FAST, showcasing its potential to effectively eliminate unfairness. Furthermore, to ensure model accuracy, we enhance FAST with FAST+ by introducing a hybrid sampling strategy at an individual level. This strategy prioritizes fairness and thoroughly explores important users during the sampling process, allowing for a better accuracy-fairness tradeoff. Finally, we conduct extensive experiments on real-world datasets, which demonstrate the effectiveness of both FAST and FAST+ frameworks.

Personalized learning represents a promising educational strategy within intelligent educational systems, aiming to enhance learners' practice efficiency. However, the scarcity of offline practice response data (e.g., answer correctness) and potential biases in human online practice create a significant gap between offline metrics and the actual online performance of personalized learning services. To address this challenge, we introduce Agent4Edu, a novel personalized learning simulator leveraging recent advancements in human intelligence through large language models (LLMs). Agent4Edu features LLM-powered generative agents equipped with learner profile, memory, and action modules tailored to personalized learning algorithms. The learner profiles are initialized using real-world response data, capturing practice styles and cognitive factors. Inspired by psychology theory, the memory module records practice facts and high-level summaries, integrating reflection mechanisms. The action module supports various behaviors, including exercise understanding, analysis, and response generation. Each agent can interact with personalized learning algorithms, such as computerized adaptive testing, enabling a multifaceted evaluation and enhancement of customized services. Through a comprehensive assessment, we explore the strengths and weaknesses of Agent4Edu, emphasizing the consistency and discrepancies in responses between agents and human learners.

Adaptive learning, also known as adaptive teaching, relies on learning path recommendations that sequentially suggest personalized learning items (such as lectures and exercises) to meet the unique needs of each learner. Despite the extensive research in this field, previous approaches have primarily modeled the interaction sequences between learners and items using simple indexing, leading to three issues: (1) The utilization of information from both learners and items is not sufficient. For instance, these models are unable to leverage the semantic information contained within the textual content of the items. (2) Models need to be retrained on different datasets separately, which makes it difficult to adapt to the continuously expanding item pool in online educational scenarios. (3) The existing recommendation paradigm based on trained reinforcement learning frameworks, suffers from unstable recommendation performance in sparse learning logs. To address these challenges, we propose a generalized Generative Agent for Adaptive Learning (GenAL), which integrates educational tools with LLMs' semantic understanding to enable effective and generalizable learning path recommendations across diverse data distributions. Specifically, our framework consists of two components: the Global Thinking Agent, which updates the learner profile and reflects on recommendation outcomes based on the learner's historical learning records. The other is the Local Teaching Agent, which recommends items using educational prior knowledge. Leveraging the LLM's robust semantic understanding, our framework does not rely on item indexing but instead extracts relevant information from the textual content. We evaluated our approach on three real-world datasets, and the experimental results demonstrate that our GenAL not only consistently outperforms all baselines but also exhibits strong generalization ability.

Large language models (LLMs) have demonstrated exceptional performance across a wide range of natural language tasks. However, selecting the optimal LLM to respond to a user query often necessitates a delicate balance between performance and cost. While powerful models deliver better results, they come at a high cost, whereas smaller models are more cost-effective but less capable. To address this trade-off, we propose IRT-Router, a multi-LLM routing framework that efficiently routes user queries to the most suitable LLM. Inspired by Item Response Theory (IRT), a psychological measurement methodology, IRT-Router explicitly models the relationship between LLM capabilities and user query attributes. This not only enables accurate prediction of response performance but also provides interpretable insights, such as LLM abilities and query difficulty. Additionally, we design an online query warm-up technique based on semantic similarity, further enhancing the online generalization capability of IRT-Router. Extensive experiments on 20 LLMs and 12 datasets demonstrate that IRT-Router outperforms most baseline methods in terms of effectiveness and interpretability. Its superior performance in cold-start scenarios further confirms the reliability and practicality of IRT-Router in real-world applications. Code is available at https://github.com/Mercidaiha/IRT-Router.

Graph In-Context Learning, with the ability to adapt pre-trained graph models to novel and diverse downstream graphs without updating any parameters, has gained much attention in the community. The key to graph in-context learning is to perform downstream graphs conditioned on chosen prompt examples. Existing methods randomly select subgraphs or edges as prompts, leading to noisy graph prompts and inferior model performance. Additionally, due to the gap between pre-training and testing graphs, when the number of classes in the testing graphs is much greater than that in the training, the in-context learning ability will also significantly deteriorate. To tackle the aforementioned challenges, we develop a multi-stage adaptive prompt optimization method GraphPrompter, which optimizes the entire process of generating, selecting, and using graph prompts for better in-context learning capabilities. Firstly, Prompt Generator introduces a reconstruction layer to highlight the most informative edges and reduce irrelevant noise for graph prompt construction. Furthermore, in the selection stage, Prompt Selector employs the k-nearest neighbors algorithm and pre-trained selection layers to dynamically choose appropriate sam-ples and minimize the influence of irrelevant prompts. Finally, we leverage a Prompt Augmenter with a cache replacement strategy to enhance the generalization capability of the pre-trained model on new datasets. Extensive experiments show that GraphPrompter effectively enhances the in-context learning ability of graph models. On average across all the settings, our approach surpasses the state-of-the-art baselines by over 8 %. Our code is released at https://ithub.com/karin0018/GraphPrompter.

Personalized programming tutoring, such as exercise recommendation, can enhance learners' efficiency, motivation, and outcomes, which is increasingly important in modern digital education. However, the lack of sufficient and high-quality programming data, combined with the mismatch between offline evaluation and real-world learning, hinders the practical deployment of such systems. To address this challenge, many approaches attempt to simulate learner practice data, yet they often overlook the fine-grained, iterative nature of programming learning, resulting in a lack of interpretability and granularity. To fill this gap, we propose a LLM-based agent, CoderAgent, to simulate students' programming processes in a fine-grained manner without relying on real data. Specifically, we equip each human learner with an intelligent agent, the core of which lies in capturing the cognitive states of the human programming practice process. Inspired by ACT-R, a cognitive architecture framework, we design the structure of CoderAgent to align with human cognitive architecture by focusing on the mastery of programming knowledge and the application of coding ability. Recognizing the inherent patterns in multi-layered cognitive reasoning, we introduce the Programming Tree of Thought (PTOT), which breaks down the process into four steps: why, how, where, and what. This approach enables a detailed analysis of iterative problem-solving strategies. Finally, experimental evaluations on real-world datasets demonstrate that CoderAgent provides interpretable insights into learning trajectories and achieves accurate simulations, paving the way for personalized programming education.

Programming Knowledge Tracking (PKT) aims to dynamically diagnose learners' mastery levels of programming knowledge based on their coding activities, facilitating more effective and personalized programming education. However, current PKT studies primarily focus on the implicit relationship between code content and knowledge assessment, often overlooking two types of noise signals in long-term programming activities: unwanted signals from unrelated submissions and weak signals from minor modifications. This practical challenge significantly limits model performance and application. To address this issue, we propose Coda, a Code graph-based tuning adaptor designed to enhance existing PKT models by identifying and mitigating the impact of noise. Specifically, Coda first transforms the loose code sequences submitted by each learner into a compact code graph. By leveraging this code graph, unwanted signals can be identified from a semantic similarity perspective. We then apply a cluster-aware GCN to the code graph, which improves the discrimination of weak signals and enables their clustering for identification. Finally, a lightweight yet effective adaptor is incorporated into the PKT task through optimization with two noise feature-based constraints and a navigational regularization term, to correct knowledge states affected by noise. It is worth mentioning that the Coda framework is model-agnostic and can be adapted to most existing PKT solutions. Extensive experimental results on four real-world datasets demonstrate that Coda effectively performs the PKT task in the presence of noisy programming records, outperforming typical baselines.

In digital education, Cognitive Diagnosis (CD) is essential for modeling learners' cognitive states, such as problem-solving ability and knowledge proficiency, by analyzing their response data, like answer correctness. However, traditional CD methods struggle with effectiveness and efficiency. They fail to capture the diversity and uncertainty of learners' cognitive states. Additionally, response prediction can be time-consuming. To address these issues, we propose BoxCD, a contrastive probabilistic box embedding model for cognitive diagnosis. BoxCD utilizes high-dimensional axis-aligned hyper-rectangles (boxes) to represent learners and exercises, with the volume of intersecting boxes used to predict learners' responses. This approach effectively captures semantic diversity and uncertainty while enhancing diagnostic effectiveness. To stabilize box embeddings, we integrate contrastive learning objectives with response prediction goals, optimizing the distance between positive and negative samples of learner and exercise boxes to improve uniformity. Additionally, we develop a rank-based response prediction method that leverages the geometric properties of box embeddings to assess learners' response correctness efficiently. Comprehensive experiments on two real-world datasets demonstrate that BoxCD outperforms traditional CD models in effectiveness and efficiency. This showcases its potential to enhance personalized learning in digital education platforms.

The success of Graph Neural Networks (GNNs) in graph classification has heightened interest in explainable GNNs, particularly through graph rationalization. This method aims to enhance GNNs explainability by identifying subgraph structures (i.e., rationales) that support model predictions. However, existing methods often rely on centralized datasets, posing challenges in scenarios where data privacy is crucial, such as in molecular property prediction. Federated Learning (FL) offers a solution by enabling collaborative model training without sharing raw data. In this context, Federated Graph Rationalization emerges as a promising research direction. However, in each client, the rationalization methods often rely on client-specific shortcuts to compose rationales and make task predictions. Data heterogeneity, characterized by non-IID data across clients, exacerbates this problem, leading to poor prediction performance. To address these challenges, we propose the Environment-aware Data Augmentation (EaDA) method for Federated Graph Rationalization. EaDA comprises two main components: the Environment-aware Rationale Extraction (ERE) module and the Local-Global Alignment (LGA) module. The ERE module employs prototype learning to infer and share abstract environment information across clients, which are then aggregated to form a global environment. This information is used to generate counterfactual samples for local clients, enhancing the robustness of task predictions. The LGA module uses contrastive learning methods to align local and global rationale representations, mitigating performance degradation due to data heterogeneity. Comprehensive experiments on benchmark datasets demonstrate the effectiveness of our approaches. Code is available at https://github.com/yuelinan/Codes-of-EaDA.

Code summarization is designed to generate descriptive natural language for code snippets, facilitating understanding and increasing productivity for developers. Previous research often overlooks the semantic connection between code and its natural language description, resulting in a noticeable gap and suboptimal solution. To address this issue, we introduce a semantic-aligned code summarization framework that leverages crucial data flow information from code for semantic analysis, ensuring alignment between code and summaries. Specifically, we utilize a semantic extraction module (SEM) to decipher the meaning of code and align it with natural language through a semantic alignment module. In the SEM, we construct a code graph that includes data flow edges using static program analysis techniques. Then, on this well-constructed code graph, we innovatively adopt a walking algorithm guided by data flow to extract the semantics of the code. This walking algorithm understands code semantics by analyzing the information transfer between variables during the program execution process. In the semantic alignment module, we integrate a contrastive learning loss mechanism for semantic alignment, which cohesively maps the semantic domains of code and natural language into a unified vector space. We further theoretically analyzed that the data-flow-guided walking algorithm can ensure capturing semantically highly related nodes in shorter paths. Extensive experiments on two benchmark datasets demonstrate the efficacy and broad applicability of the framework.

Cognitive diagnosis seeks to estimate the cognitive states of students by exploring their logged practice quiz data. It plays a pivotal role in personalized learning guidance within intelligent education systems. In this paper, we focus on an important, practical, yet often underexplored task: domain-level zero-shot cognitive diagnosis (DZCD), which arises due to the absence of student practice logs in newly launched domains. Recent cross-domain diagnostic models have been demonstrated to be a promising strategy for DZCD. These methods primarily focus on how to transfer student states across domains. However, they might inadvertently incorporate non-transferable information into student representations, thereby limiting the efficacy of knowledge transfer. To tackle this, we propose Zero-1-to-3, a domain-level zero-shot cognitive diagnosis framework via one batch of early-bird students towards three diagnostic objectives. Our approach initiates with pre-training a diagnosis model with dual regularizers, which decouples student states into domain-shared and domain-specific parts. The shared cognitive signals can be transferred to the target domain, enriching the cognitive priors for the new domain, which ensures the cognitive state propagation objective. Subsequently, we devise a strategy to generate simulated practice logs for cold-start students through analyzing the behavioral patterns from early-bird students, fulfilling the domain-adaption goal. Consequently, we refine the cognitive states of cold-start students as diagnostic outcomes via virtual data, aligning with the diagnosis-oriented goal. Finally, extensive experiments on six real-world datasets highlight the efficacy of our model for DZCD and its practical application in question recommendation. The code is publicly available at https://github.com/bigdata-ustc/Zero-1-to-3.

The recent advancements in Deep Reinforcement Learning (DRL) have significantly enhanced the performance of adaptive Traffic Signal Control (TSC). However, DRL policies are typically represented by neural networks, which are over-parameterized black-box models. As a result, the learned policies often lack interpretability, and cannot be deployed directly in the real-world edge hardware due to resource constraints. In addition, the DRL methods often exhibit limited generalization performance, struggling to generalize the learned policy to other geographical regions. These factors limit the practical application of learning-based approaches. To address these issues, we suggest the use of an inherently interpretable program for representing the control policy. We present a new approach, Programmatic Interpretable reinforcement learning for traffic signal control (π-light), designed to autonomously discover non-differentiable programs. Specifically, we define a Domain Specific Language (DSL) and transformation rules for constructing programs, and utilize Monte Carlo Tree Search (MCTS) to find the optimal program in a discrete space. Extensive experiments demonstrate that our method consistently outperforms baseline approaches. Moreover, π-Light exhibits superior generalization capabilities compared to DRL, enabling training and evaluation across intersections from different cities. Finally, we analyze how the learned program policies can directly deploy on edge devices with extremely limited resources.

The remarkable success in neural networks provokes the selective rationalization. It explains the prediction results by identifying a small subset of the inputs sufficient to support them. Since existing methods still suffer from adopting the shortcuts in data to compose rationales and limited large-scale annotated rationales by human, in this paper, we propose a Shortcuts-fused Selective Rationalization (SSR) method, which boosts the rationalization by discovering and exploiting potential shortcuts. Specifically, SSR first designs a shortcuts discovery approach to detect several potential shortcuts. Then, by introducing the identified shortcuts, we propose two strategies to mitigate the problem of utilizing shortcuts to compose rationales. Finally, we develop two data augmentations methods to close the gap in the number of annotated rationales. Extensive experimental results on real-world datasets clearly validate the effectiveness of our proposed method.

Graph Neural Networks (GNNs) have demonstrated remarkable performance in graph classification tasks. However, ensuring the explainability of their predictions remains a challenge. To address this, graph rationalization methods have been introduced to generate concise subsets of the original graph, known as rationales, which serve to explain the predictions made by GNNs. Existing rationalizations often rely on shortcuts in data for prediction and rationale composition. In response, de-shortcut rationalization methods have been proposed, which commonly leverage counterfactual augmentation to enhance data diversity for mitigating the shortcut problem. Nevertheless, these methods have predominantly focused on centralized datasets and have not been extensively explored in the Federated Learning (FL) scenarios. To this end, in this paper, we propose a Federated Graph Rationalization (FedGR) with anti-shortcut augmentations to achieve self-explaining GNNs, which involves two data augmenters. These augmenters are employed to produce client-specific shortcut conflicted samples at each client, which contributes to mitigating the shortcut problem under the FL scenarios. Experiments on real-world benchmarks and synthetic datasets validate the effectiveness of FedGR under the FL scenarios.

A robot’s ability to anticipate the 3D action target location of a hand’s movement from egocentric videos can greatly improve safety and efficiency in human-robot interaction (HRI). While previous research predominantly focused on semantic action classification or 2D target region prediction, we argue that predicting the action target’s 3D coordinate could pave the way for more versatile downstream robotics tasks, especially given the increasing prevalence of headset devices. This study expands EgoPAT3D, the sole dataset dedicated to egocentric 3D action target prediction. We augment both its size and diversity, enhancing its potential for generalization. Moreover, we substantially enhance the baseline algorithm by introducing a large pre-trained model and human prior knowledge. Remarkably, our novel algorithm can now achieve superior prediction outcomes using solely RGB images, eliminating the previous need for 3D point clouds and IMU input. Furthermore, we deploy our enhanced baseline algorithm on a real-world robotic platform to illustrate its practical utility in straightforward HRI tasks. The demonstrations showcase the real-world applicability of our advancements and may inspire more HRI use cases involving egocentric vision. All code and data are open-sourced and can be found on the project website.

Learner modeling is a crucial task in online learning environments, where Cognitive Diagnosis Models (CDMs) are employed to assess learners' knowledge mastery levels based on recorded response logs. However, the prevalence of noise in recorded response data poses significant challenges, including various behaviors such as guess and slip, casual answers, and system-induced errors. The existence of noise degrades the accuracy of diagnosis results and learner performance predictions. In this work, we propose a general framework, Adaptive Response Denoising (AdaRD), designed to salvage CDMs from the influence of noisy learner-exercise responses. AdaRD extends existing CDMs, incorporating primary training for denoised CDMs and auxiliary training for additional denoising support. The primary training employs binary Generalized Cross Entropy (GCE) loss to slow down the large update of learner knowledge states caused by noisy responses. Simultaneously, we utilize the variance of diagnosed knowledge mastery levels between primary and auxiliary diagnosis modules as a criterion to downweight high-variance responses that are likely to be noisy. In this manner, the proposed framework can prune noisy response learning during training, thereby enhancing the accuracy and robustness of CDMs. Extensive experiments on both real-world and synthetic datasets validate AdaRD's effectiveness in mitigating the impact of noisy learner-exercise responses.

Intelligent education stands as a prominent application of machine learning. Within this domain, cognitive diagnosis (CD) is a key research focus that aims to diagnose students' proficiency levels in specific knowledge concepts. As a crucial task within the field of education, cognitive diagnosis encompasses two fundamental requirements: accuracy and fairness. Existing studies have achieved significant success by primarily utilizing observed historical logs of student-exercise interactions. However, real-world scenarios often present a challenge, where a substantial number of students engage with a limited number of exercises. This data sparsity issue can lead to both inaccurate and unfair diagnoses. To this end, we introduce a monotonic data augmentation framework, CMCD, to tackle the data sparsity issue and thereby achieve accurate and fair CD results. Specifically, CMCD integrates the monotonicity assumption, a fundamental educational principle in CD, to establish two constraints for data augmentation. These constraints are general and can be applied to the majority of CD backbones. Furthermore, we provide theoretical analysis to guarantee the accuracy and convergence speed of CMCD. Finally, extensive experiments on real-world datasets showcase the efficacy of our framework in addressing the data sparsity issue with accurate and fair CD results.

Learners sharing similar implicit cognitive states often display comparable observable problem-solving performances. Leveraging collaborative connections among such similar learners proves valuable in comprehending human learning. Motivated by the success of collaborative modeling in various domains, such as recommender systems, we aim to investigate how collaborative signals among learners contribute to the diagnosis of human cognitive states (i.e., knowledge proficiency) in the context of intelligent education. The primary challenges lie in identifying implicit collaborative connections and disentangling the entangled cognitive factors of learners for improved explainability and controllability in learner Cognitive Diagnosis (CD). However, there has been no work on CD capable of simultaneously modeling collaborative and disentangled cognitive states. To address this gap, we present Coral, a $\underline{Co}$llabo$\underline{ra}$tive cognitive diagnosis model with disentang$\underline{l}$ed representation learning. Specifically, Coral first introduces a disentangled state encoder to achieve the initial disentanglement of learners' states. Subsequently, a meticulously designed collaborative representation learning procedure captures collaborative signals. It dynamically constructs a collaborative graph of learners by iteratively searching for optimal neighbors in a context-aware manner. Using the constructed graph, collaborative information is extracted through node representation learning. Finally, a decoding process aligns the initial cognitive states and collaborative states, achieving co-disentanglement with practice performance reconstructions. Extensive experiments demonstrate the superior performance of Coral, showcasing significant improvements over state-of-the-art methods across several real-world datasets. Our code is available at https://github.com/bigdata-ustc/Coral.

With the development of legal intelligence, Criminal Court View Generation has attracted much attention as a crucial task of legal intelligence, which aims to generate concise and coherent texts that summarize case facts and provide explanations for verdicts. Existing researches explore the key information in case facts to yield the court views. Most of them employ a coarse-grained approach that partitions the facts into broad segments (e.g., verdict-related sentences) to make predictions. However, this approach fails to capture the complex details present in the case facts, such as various criminal elements and legal events. To this end, in this paper, we propose an Event Grounded Generation (EGG) method for criminal court view generation with cooperative (Large) Language Models, which introduces the fine-grained event information into the generation. Specifically, we first design a LLMs-based extraction method that can extract events in case facts without massive annotated events. Then, we incorporate the extracted events into court view generation by merging case facts and events. Besides, considering the computational burden posed by the use of LLMs in the extraction phase of EGG, we propose a LLMs-free EGG method that can eliminate the requirement for event extraction using LLMs in the inference phase. Extensive experimental results on a real-world dataset clearly validate the effectiveness of our proposed method.

Graph Neural Networks (GNNs) have achieved impressive results in graph classification tasks, but they struggle to generalize effectively when faced with out-of-distribution (OOD) data. Several approaches have been proposed to address this problem. Among them, one solution is to diversify training distributions in vanilla classification by modifying the data environment, yet accessing the environment information is complex. Besides, another promising approach involves rationalization, extracting invariant rationales for predictions. However, extracting rationales is difficult due to limited learning signals, resulting in less accurate rationales and diminished predictions. To address these challenges, in this paper, we propose a Cooperative Classification and Rationalization (C2R) method, consisting of theclassification and therationalization module. Specifically, we first assume that multiple environments are available in theclassification module. Then, we introduce diverse training distributions using an environment-conditional generative network, enabling robust graph representations. Meanwhile, therationalization module employs a separator to identify relevant rationale subgraphs while the remaining non-rationale subgraphs are de-correlated with labels. Next, we align graph representations from theclassification module with rationale subgraph representations using the knowledge distillation methods, enhancing the learning signal for rationales. Finally, we infer multiple environments by gathering non-rationale representations and incorporate them into theclassification module for cooperative learning. Extensive experimental results on both benchmarks and synthetic datasets demonstrate the effectiveness of C2R. Code is available at https://github.com/yuelinan/Codes-of-C2R.

Meta-learning has been widely employed to tackle the cold-start problem in user modeling. Similar to a guidebook for a new traveler, meta-learning significantly affects decision-making for new users in crucial scenarios, such as career recommendations. Consequently, the issue of fairness in meta-learning has gained paramount importance. Several methods have been proposed to mitigate unfairness in meta-learning and have shown promising results. However, a fundamental question remains unexplored: What is the critical factor leading to unfairness in meta-learned user modeling? Through the theoretical analysis that integrates the meta-learning paradigm with group fairness metrics, we identify group proportion imbalance as a critical factor. Subsequently, in order to mitigate the impact of this factor, we introduce a novel Fairness-aware Adaptive Sampling framework for meTa-learning, abbreviated as FAST. Its core concept involves adaptively adjusting the sampling distribution for different user groups during the interleaved training process of meta-learning. Furthermore, we provide theoretical guarantees demonstrating the convergence of FAST. Finally, empirical experiments conducted on three datasets reveal that FAST effectively enhances fairness while maintaining high accuracy. The code for FAST is available at https://github.com/zhengz99/FAST.

User modeling techniques profile users' latent characteristics (e.g., preference) from their observed behaviors, and play a crucial role in decision-making. Unfortunately, traditional user models may unconsciously capture biases related to sensitive attributes (e.g., gender) from behavior data, even when this sensitive information is not explicitly provided. This can lead to unfair issues and discrimination against certain groups based on these sensitive attributes. Recent studies have been proposed to improve fairness by explicitly decorrelating user modeling results and sensitive attributes. However, most existing approaches assume that fully sensitive attribute labels are available in the training set, which is unrealistic due to collection limitations like privacy concerns, and hence bear the limitation of performance. In this paper, we focus on a practical situation with limited sensitive data and propose a novel FairLISA framework, which can efficiently utilize data with known and unknown sensitive attributes to facilitate fair model training. We first propose a novel theoretical perspective to build the relationship between data with both known and unknown sensitive attributes with the fairness objective. Then, based on this, we provide a general adversarial framework to effectively leverage the whole user data for fair user modeling. We conduct experiments on representative user modeling tasks including recommender system and cognitive diagnosis. The results demonstrate that our FairLISA can effectively improve fairness while retaining high accuracy in scenarios with different ratios of missing sensitive attributes.

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 (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.

Automatically answering mathematical problems is a challenging task since it requires not only the ability of linguistic understanding but also mathematical comprehension. Existing studies usually explore solutions on the elementary math word problems that aim to understand the questions described in natural language narratives, which are not capable of solving more general problems containing structural formulas. To this end, in this paper, we propose a novel Neural Mathematical Solver (NMS) with enhanced formula structures. Specifically, we first frame the formulas in a certain problem as a TeX dependency graph to preserve formula-enriched structures. Then, we design a formula graph network (FGN) to capture its mathematical relations. Next, we develop a novel architecture with two GRU models, connecting tokens from both word space and formula space together, to learn the linguistic semantics for the answers. Extensive experiments on a large-scale dataset demonstrate that NMS not only achieves better answer prediction but also visualizes reasonable mathematical representations of problems.

Recommending suitable exercises to students in an online education system is highly useful. Existing approaches usually rely on machine learning techniques to mine large amounts of student interaction log data accumulated in the systems to select the most suitable exercises for each student. Generally, they mainly aim to optimize a single objective, i.e., recommending non-mastered exercises to address the immediate weakness of students. While this is a reasonable objective, there exist more beneficial multiple objectives in the long-term learning process that need to be addressed including Review & Explore, Smoothness of difficulty level and Engagement. In this paper, we propose a novel Deep Reinforcement learning framework, namely DRE, for adaptively recommending Exercises to students with optimization of above three objectives. In the framework, we propose two different Exercise Q-Networks for the agent, i.e., EQNM and EQNR, to generate recommendations following Markov property and Recurrent manner, respectively. We also propose novel reward functions to formally quantify those three objectives so that DRE could update and optimize its recommendation strategy by interactively receiving students' performance feedbacks (e.g., score). We conduct extensive experiments on two real-world datasets. Experimental results clearly show that the proposed DRE can effectively learn from the student interaction data to optimize multiple objectives in a single unified framework and adaptively recommend suitable exercises to students.