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.

Knowledge Tracing (KT), a pivotal component of intelligent tutoring systems, models the evolution of student knowledge states to predict future performance. While KT fundamentally relies on the premise that performance on similar questions is highly correlated, existing approaches often depend on generalized question representations, neglecting the rich, multi-faceted nature of question attributes. To address this limitation, we propose the Hierarchical Question Attribute-Fused KT (HQAF-KT) model, a novel architecture that deconstructs question similarity through three hierarchical dimensions: inherent, dynamic, and statistical. HQAF-KT first enriches foundational representations by integrating inherent question attributes. It then deploys a Dynamic Computing module that leverages student-specific dynamic attributes to personalize similarity assessments based on individual cognitive contexts. Furthermore, a Statistic Correction module refines generalized statistical attributes to account for unique student abilities. This hierarchical fusion enables a nuanced, individualized modeling of question relationships. Extensive experiments on three large-scale, real-world datasets demonstrate that HQAF-KT significantly outperforms state-of-the-art baselines by effectively capturing multi-level question similarity.

Large language models (LLMs) have demonstrated exceptional error detection capabilities and can correct sentences with high fluency in grammatical error correction (GEC) tasks. However, when correcting Chinese academic papers, LLMs face significant challenges of over-correction. To delve deeper into this issue, we explore the underlying reasons. On one hand, each discipline has its unique vocabulary and expressions, and LLMs have insufficient and incomplete understanding of domain-specific sentences. On the other hand, the controllability of generative LLMs in GEC tasks is inherently poor, and the traditional sequence-to-sequence (Seq2Seq) correction structure exacerbates this issue. Considering the two aforementioned factors, we propose a new error correction framework for Chinese academic GEC tasks using LLMs, named ScholarGEC. To improve LLMs’ understanding of domain-specific knowledge, we construct appropriate disciplinary knowledge prefixes for sentences and use this domain-specific knowledge data to fine-tune the LLM. To enhance the controllability of LLMs, we replace the traditional Seq2Seq structure with a Detection-Correction separated structure. We also introduce a special token during the process to improve the model’s error detection stability. Additionally, we incorporate iterative self-reflection to enhance the stability of the generation, in the three parts of LLM generation. Extensive experiments demonstrate the effectiveness and robustness of our framework on a Chinese GEC dataset composed of academic papers, and further analysis reveals the capabilities of our framework in enhancing LLM performance in general GEC tasks.

Arena-based evaluation is a fundamental yet significant evaluation paradigm for modern AI models, especially large language models (LLMs). Existing framework based on ELO rating system suffers from the inevitable instability problem due to ranking inconsistency and the lack of attention to the varying abilities of annotators. In this paper, we introduce a novel stable arena framework to address these issues by enhancing the ELO Rating System. Specifically, we replace the iterative update method with a Maximum Likelihood Estimation (MLE) approach, m-ELO, and provide theoretical proof of the consistency and stability of the MLE approach for model ranking. Additionally, we proposed the am-ELO, which modify the Elo Rating’s probability function to incorporate annotator abilities, enabling the simultaneous estimation of model scores and annotator reliability. Experiments demonstrate that this method ensures stability, proving that this framework offers a more robust, accurate, and stable evaluation method for LLMs.

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.

In the realm of recommender systems, accurately predicting Click-Through Rate (CTR) is a critical task that involves learning user-item interaction features. Many researchers propose novel models to mine interaction signals, but they neglect that redundancy itself causes high computational cost and leads to suboptimal performance. Some tried to remove redundancy by dropping useless features, or shrinking the size of embedding table. However, current feature selection methods are vulnerable to training stochasticity and data dynamics, while embedding size assignment techniques neglect the importance relationships between feature fields. The simple combination of the two optimization ways will also yield poor performance due to the inherent gap in their optimization targets. Hence, there is no effective paradigm that can optimize feature fields from the two aspects in a simultaneous and coordinated way. In this paper, we identify the core issue as the lack of a practical score to measure the contribution of feature fields, and propose a distribution-based field optimization framework that adopts importance distribution to provide a comprehensive view for both methods. We innovatively design a learner for each field to acquire the stable and comprehensive importance situation. Then, based on this, we eliminate noise features, and assign adaptive embedding sizes for different feature fields according to the similarity of importance. With this field optimization, our proposed framework has extremely low pre-training overhead, greatly reduces training and inference time, and even achieves more accurate prediction results with fewer feature fields.

In recent years, live streaming develops rapidly, attracting an increasing number of users. Providing personalized live streaming recommendations is crucial for platform improvement in enhancing user experience and increasing profitability. In live streaming scenarios, users often enter the same live streaming room multiple times, send chat messages and give virtual gifts repeatedly. However, existing recommendation models fail to effectively model the complex multiple types of repeated behaviors of users in live streaming scenarios, thus failing to achieve optimal recommendation results. To address this issue, we propose a novel live recommendation model called MRB4LS based on multiple types of repeated behaviors data. Specifically, we first construct three bipartite graphs to better capture the effects of multiple types of users’ repeated behaviors, including enter, chat, and gift. Second, we introduce a graph attention network named RepGAT, which explicitly learns from users’ repeated behaviors. RepGAT incorporates the number of repeated interactions between nodes when computing normalized attention coefficients, enabling a deeper exploration of users’ preferences and the heterogeneous strength of the interaction relationship between users and live streaming rooms. Then, we design two embedding fusion strategies, namely concatenation-based and attention-based methods, to integrate node representations generated by different repeated behaviors. Finally, we adopt a multi-task learning approach to enhance the prediction effectiveness of gift behavior by leveraging predictions from enter behavior and chat behavior. To validate our approach, we construct two live streaming datasets from a large-scale game live streaming platform. Extensive experiments on two real-world datasets with different scales show that our method can significantly outperform various baseline approaches.

Online learning has demonstrated superiority in connecting high-quality educational resources to a global audience. To ensure an excellent learning experience with sustainable and opportune learning instructions, online learning systems must comprehend learners' evolving knowledge states based on their learning interactions, known as the Knowledge Tracing (KT) task. Generally, learners practice through various quizzes, each comprising several exercises that cover similar knowledge concepts. Therefore, their learning interactions are continuous within each quiz but discrete across different quizzes. However, existing methods overlook the quiz structure and assume all learning interactions are uniformly distributed. We argue that learners' knowledge states should also be assessed in quiz since they practiced in quiz. To achieve this goal, we present a novel Quiz-based Knowledge Tracing (QKT) model, which effectively integrates the quiz structure of learning interactions. This is achieved by designing two distinct modules by neural networks: one for intra-quiz modeling and another for inter-quiz fusion. Extensive experimental results on public real-world datasets demonstrate that QKT achieves new state-of-the-art performance. The findings of this study suggest that incorporating the quiz structure of learning interactions can efficiently comprehend learners' knowledge states with fewer quizzes, and provides valuable insights into designing effective quizzes with fewer exercises.

Cognitive diagnosis (CD) models assess students’ knowledge state by analyzing test performance and identifying specific knowledge concepts mastered. However, traditional CD models often overlook dynamic changes in knowledge state during exercise and exam. To address this, we proposetracking knowledge state transitions in cognitive diagnosis (TKT-CD). The TKT-CD model introduces two key modules: the time-driven knowledge state transition (TDKT) module and the cognition-driven knowledge state transition (CDKT) module. TDKT captures temporal transitions in knowledge state during exercise, while CDKT analyzes relationships between knowledge concepts during exercise and exam to enhance reasoning accuracy. Combining neural networks with traditional static CD methods, TKT-CD resolves inconsistencies in knowledge state and provides more accurate representations of student interactions. Empirical studies show that TKT-CD significantly outperforms existing CD methods in predicting student performance, particularly in exercise and exam-based learning modes, offering a more effective tool for personalized education.

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.

Knowledge Tracing (KT) is a crucial research task for dynamically monitoring students' knowledge states, particularly in online education systems. Recently, knowledge tracing has gained significant attention and in-depth research. Most existing methods rely on students' response data for question understanding and modeling, which helps better updating students' knowledge states. Meanwhile, question ID is utilized to indicate and represent questions. However, this presents a challenge when transitioning to new, cold-start questions that few students has answered before. Also, prior work has overlooked the semantic modeling of questions, which could better assist in modeling the transfer of students' knowledge states. In this paper, we explore leveraging the power of Large Language Models (LLMs) to help understand questions for knowledge tracing, which benefits mitigating cold-start and sparse problems and modeling the transfer of students' knowledge states in a sophisticated manner. Specifically, we first design an attribute estimation module to estimate the attribute of the questions (e.g., difficulty, ability requirements, expected response time) by prompting Large Language Models. Subsequently, we have developed a question embedding module that incorporates graph attention network to effectively utilizing these attributes. Extensive experiments on various datasets demonstrate that our model outperforms existing state-of-the-art models and effectively addresses the problems of cold-start and sparsity. In addition, due to the estimation of multiple attributes of the questions, our model exhibits superior interpretability.

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.

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.

Crowdsourcing provides a practical approach for obtaining annotated data to train supervised learning models. However, since the crowd annotators may have different expertise domain and cannot always guarantee the high-quality annotations, learning from crowds generally suffers from the problem of unreliable results of introducing some noises, which makes it hard to achieve satisfying performance. In this work, we investigate the reliability of annotations to improve learning from crowds. Specifically, we first project annotator and data instance to factor vectors and model the complex interaction between annotator expertise and instance difficulty to predict annotation reliability. The learned reliability can be used to evaluate the quality of crowdsourced data directly. Then, we construct a new annotation, namely soft annotation, which serves as the gold label during the training. To recognize the different strengths of annotators, we model each annotator's confusion in an end-to-end manner. Extensive experimental results on three real-world datasets demonstrate the effectiveness of our method.

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.

Computerized Adaptive Testing (CAT) refers to an efficient and personalized test mode in online education, aiming to accurately measure student proficiency level on the required subject/domain. The key component of CAT is the "adaptive" question selection algorithm, which automatically selects the best suited question for student based on his/her current estimated proficiency, reducing test length. Existing algorithms rely on some manually designed and pre-fixed informativeness/uncertainty metrics of question for selections, which is labor-intensive and not sufficient for capturing complex relations between students and questions. In this paper, we propose a fully adaptive framework named Neural Computerized Adaptive Testing (NCAT), which formally redefines CAT as a reinforcement learning problem and directly learns selection algorithm from real-world data. Specifically, a bilevel optimization is defined and simplified under CAT's application scenarios to make the algorithm learnable. Furthermore, to address the CAT task effectively, we tackle it as an equivalent reinforcement learning problem and propose an attentive neural policy to model complex non-linear interactions. Extensive experiments on real-world datasets demonstrate the effectiveness and robustness of NCAT compared with several state-of-the-art methods.

Knowledge Tracing (KT) focuses on tracing stu-dents' evolving knowledge state in the process of question-answering, which has been widely applied to online learning systems. Existing KT methods leverage students' online question-answering logs to infer their knowledge state and predict their subsequent performance. However, these methods only focus on students' online behaviors without considering the fact that students' knowledge also evolves offline. Specifically, students have plenty of offline learning actions that also make changes in their knowledge state, which is called the offline knowledge evolution effect in this paper. However, these offline actions are not recorded by online learning systems, therefore leading to unreliable knowledge tracing results. To alleviate this problem, we propose a novel model named offline-aware knowledge tracing (OKT) that considers students' offline knowledge evolution for KT. In O KT, we introduce a novel concept named offline trait to represent student's offline learning action preference. Based on the preference, the model evaluates offline knowledge evolution, and apply the evolution to generate a new knowledge state for students' future performance prediction. To the end, we conduct experiments on three real-world benchmark datasets and demonstrate that OKT achieves state-of-the-art performance. Besides, the experimental results indicate that considering offline actions can help interpret the KT results.

Programming has become an important skill for individuals nowadays. For the demand to improve personal programming skill, tracking programming skill proficiency is getting more and more important. However, few researchers pay attention to measuring the programming skill of learners. Most of existing studies on learner capability portrait only made use of the exercise results, while the rich behavioral information contained in programming exercise process remains unused. Therefore, we propose a model that measures skill proficiency in programming exercise process named Programming Skill Tracing (PST). We designed Code Information Graph (CIG) to represent the feature of learners' solution code, and Code Tracing Graph (CTG) to measure the changes between the adjacent submissions. Furthermore, we divided programming skill into programming knowledge and coding ability to get more fine-grained assessment. Finally, we conducted various experiments to verify the effectiveness and interpretability of our PST model.

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.

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.

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.