We introduce ExRec, a general framework for personalized exercise recommendation with semantically-grounded knowledge tracing. Our method builds on the observation that existing exercise recommendation approaches simulate student performance via knowledge tracing (KT) but they often overlook two key aspects: (a) the semantic content of questions and (b) the sequential, structured progression of student learning. To address this, our ExRec presents an end-to-end pipeline, from annotating the KCs of questions and learning their semantic representations to training KT models and optimizing several reinforcement learning (RL) methods. Moreover, we improve standard Q-learning-based continuous RL methods via a tailored model-based value estimation (MVE) approach that directly leverages the components of KT model in estimating cumulative knowledge improvement. We validate the effectiveness of our ExRec using various RL methods across four real-world tasks with different educational goals in online math learning. We further show that ExRec generalizes robustly to new, unseen questions and that it produces interpretable student learning trajectories. Together, our findings highlight the promise of KT-guided RL for effective personalization in 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.
We introduce CogGen, a learner-centered AI architecture that transforms programming videos into interactive, adaptive learning experiences by integrating student modeling with generative AI tutoring based on the Cognitive Apprenticeship framework. The architecture consists of three components: (1) video segmentation by learning goals, (2) a conversational tutoring engine applying Cognitive Apprenticeship strategies, and (3) a student model using Bayesian Knowledge Tracing to adapt instruction. Our technical evaluation demonstrates effective video segmentation accuracy and strong pedagogical alignment across knowledge, method, action, and interaction layers. Ablation studies confirm the necessity of each component in generating effective guidance. This work advances AI-powered tutoring by bridging structured student modeling with interactive AI conversations, offering a scalable approach to enhancing video-based programming education.
The Knowledge Tracing (KT) aims to track changes in students' knowledge status and predict their future answers based on their historical answer records. Current research on KT modeling focuses on predicting student' future performance based on existing, unupdated records of student learning interactions. However, these approaches ignore the distractors (such as slipping and guessing) in the answering process and overlook that static cognitive representations are temporary and limited. Most of them assume that there are no distractors in the answering process and that the record representations fully represent the students' level of understanding and proficiency in knowledge. In this case, it may lead to many insynergy and incoordination issue in the original records. Therefore we propose a Cognitive Representation Optimization for Knowledge Tracing (CRO-KT) model, which utilizes a dynamic programming algorithm to optimize structure of cognitive representations. This ensures that the structure matches the students' cognitive patterns in terms of the difficulty of the exercises. Furthermore, we use the co-optimization algorithm to optimize the cognitive representations of the sub-target exercises in terms of the overall situation of exercises responses by considering all the exercises with co-relationships as a single goal. Meanwhile, the CRO-KT model fuses the learned relational embeddings from the bipartite graph with the optimized record representations in a weighted manner, enhancing the expression of students' cognition. Finally, experiments are conducted on three publicly available datasets respectively to validate the effectiveness of the proposed cognitive representation optimization model.
Knowledge tracing (KT) aims to estimate a student's evolving knowledge state and predict their performance on new exercises based on performance history. Many realistic classroom settings for KT are typically low-resource in data and require online updates as students' exercise history grows, which creates significant challenges for existing KT approaches. To restore strong performance under low-resource conditions, we revisit the hierarchical knowledge concept (KC) information, which is typically available in many classroom settings and can provide strong prior when data are sparse. We therefore propose Knowledge-Tree-based Knowledge Tracing (KT$^2$), a probabilistic KT framework that models student understanding over a tree-structured hierarchy of knowledge concepts using a Hidden Markov Tree Model. KT$^2$ estimates student mastery via an EM algorithm and supports personalized prediction through an incremental update mechanism as new responses arrive. Our experiments show that KT$^2$ consistently outperforms strong baselines in realistic online, low-resource settings.
Educators teaching entry-level university engineering modules face the challenge of identifying which topics students find most difficult and how to support diverse student needs effectively. This study demonstrates a rigorous yet interpretable statistical approach -- hierarchical Bayesian modeling -- that leverages detailed student response data to quantify both skill difficulty and individual student abilities. Using a large-scale dataset from an undergraduate Statics course, we identified clear patterns of skill mastery and uncovered distinct student subgroups based on their learning trajectories. Our analysis reveals that certain concepts consistently present challenges, requiring targeted instructional support, while others are readily mastered and may benefit from enrichment activities. Importantly, the hierarchical Bayesian method provides educators with intuitive, reliable metrics without sacrificing predictive accuracy. This approach allows for data-informed decisions, enabling personalized teaching strategies to improve student engagement and success. By combining robust statistical methods with clear interpretability, this study equips educators with actionable insights to better support diverse learner populations.
Knowledge Tracing (KT) is a core component of Intelligent Tutoring Systems, modeling learners' knowledge state to predict future performance and provide personalized learning support. Traditional KT models assume that learners' learning abilities remain relatively stable over short periods or change in predictable ways based on prior performance. However, in reality, learners' abilities change irregularly due to factors like cognitive fatigue, motivation, and external stress -- a task introduced, which we refer to as Real-time Learning Pattern Adjustment (RLPA). Existing KT models, when faced with RLPA, lack sufficient adaptability, because they fail to timely account for the dynamic nature of different learners' evolving learning patterns. Current strategies for enhancing adaptability rely on retraining, which leads to significant overfitting and high time overhead issues. To address this, we propose Cuff-KT, comprising a controller and a generator. The controller assigns value scores to learners, while the generator generates personalized parameters for selected learners. Cuff-KT controllably adapts to data changes fast and flexibly without fine-tuning. Experiments on five datasets from different subjects demonstrate that Cuff-KT significantly improves the performance of five KT models with different structures under intra- and inter-learner shifts, with an average relative increase in AUC of 10% and 4%, respectively, at a negligible time cost, effectively tackling RLPA task. Our code and datasets are fully available at https://github.com/zyy-2001/Cuff-KT.
Recent advances in retrieval-augmented generation (RAG) furnish large language models (LLMs) with iterative retrievals of relevant information to handle complex multi-hop questions. These methods typically alternate between LLM reasoning and retrieval to accumulate external information into the LLM's context. However, the ever-growing context inherently imposes an increasing burden on the LLM to perceive connections among critical information pieces, with futile reasoning steps further exacerbating this overload issue. In this paper, we present KnowTrace, an elegant RAG framework to (1) mitigate the context overload and (2) bootstrap higher-quality multi-step reasoning. Instead of simply piling the retrieved contents, KnowTrace autonomously traces out desired knowledge triplets to organize a specific knowledge graph relevant to the input question. Such a structured workflow not only empowers the LLM with an intelligible context for inference, but also naturally inspires a reflective mechanism of knowledge backtracing to identify contributive LLM generations as process supervision data for self-bootstrapping. Extensive experiments show that KnowTrace consistently surpasses existing methods across three multi-hop question answering benchmarks, and the bootstrapped version further amplifies the gains.
Recent advances in large reasoning models (LRMs) show strong performance in structured domains such as mathematics and programming; however, they often lack pedagogical coherence and realistic teaching behaviors. To bridge this gap, we introduce Pedagogy-R1, a framework that adapts LRMs for classroom use through three innovations: (1) a distillation-based pipeline that filters and refines model outputs for instruction-tuning, (2) the Well-balanced Educational Benchmark (WBEB), which evaluates performance across subject knowledge, pedagogical knowledge, tracing, essay scoring, and teacher decision-making, and (3) a Chain-of-Pedagogy (CoP) prompting strategy for generating and eliciting teacher-style reasoning. Our mixed-method evaluation combines quantitative metrics with qualitative analysis, providing the first systematic assessment of LRMs' pedagogical strengths and limitations.
Despite advances in deep learning for education, student knowledge tracing and behavior modeling face persistent challenges: limited personalization, inadequate modeling of diverse learning activities (especially non-assessed materials), and overlooking the interplay between knowledge acquisition and behavioral patterns. Practical limitations, such as fixed-size sequence segmentation, frequently lead to the loss of contextual information vital for personalized learning. Moreover, reliance on student performance on assessed materials limits the modeling scope, excluding non-assessed interactions like lectures. To overcome these shortcomings, we propose Knowledge Modeling and Material Prediction (KMaP), a stateful multi-task approach designed for personalized and simultaneous modeling of student knowledge and behavior. KMaP employs clustering-based student profiling to create personalized student representations, improving predictions of future learning resource preferences. Extensive experiments on two real-world datasets confirm significant behavioral differences across student clusters and validate the efficacy of the KMaP model.
Knowledge tracing (KT) aims to predict learners' future performance based on historical learning interactions. However, existing KT models predominantly focus on data from a single course, limiting their ability to capture a comprehensive understanding of learners' knowledge states. In this paper, we propose TransKT, a contrastive cross-course knowledge tracing method that leverages concept graph guided knowledge transfer to model the relationships between learning behaviors across different courses, thereby enhancing knowledge state estimation. Specifically, TransKT constructs a cross-course concept graph by leveraging zero-shot Large Language Model (LLM) prompts to establish implicit links between related concepts across different courses. This graph serves as the foundation for knowledge transfer, enabling the model to integrate and enhance the semantic features of learners' interactions across courses. Furthermore, TransKT includes an LLM-to-LM pipeline for incorporating summarized semantic features, which significantly improves the performance of Graph Convolutional Networks (GCNs) used for knowledge transfer. Additionally, TransKT employs a contrastive objective that aligns single-course and cross-course knowledge states, thereby refining the model's ability to provide a more robust and accurate representation of learners' overall knowledge states.
The training of artificial neural networks is heavily dependent on the careful selection of an appropriate loss function. While commonly used loss functions, such as cross-entropy and mean squared error (MSE), generally suffice for a broad range of tasks, challenges often emerge due to limitations in data quality or inefficiencies within the learning process. In such circumstances, the integration of supplementary terms into the loss function can serve to address these challenges, enhancing both model performance and robustness. Two prominent techniques, loss regularization and contrastive learning, have been identified as effective strategies for augmenting the capacity of loss functions in artificial neural networks. Knowledge tracing is a compelling area of research that leverages predictive artificial intelligence to facilitate the automation of personalized and efficient educational experiences for students. In this paper, we provide a comprehensive review of the deep learning-based knowledge tracing (DKT) algorithms trained using advanced loss functions and discuss their improvements over prior techniques. We discuss contrastive knowledge tracing algorithms, such as Bi-CLKT, CL4KT, SP-CLKT, CoSKT, and prediction-consistent DKT, providing performance benchmarks and insights into real-world deployment challenges. The survey concludes with future research directions, including hybrid loss strategies and context-aware modeling.
Knowledge Tracing (KT) is a fundamental task in Intelligent Tutoring Systems (ITS), which aims to model the dynamic knowledge states of students based on their interaction histories. However, existing KT models often rely on a global forgetting decay mechanism for capturing learning patterns, assuming that students' performance is predominantly influenced by their most recent interactions. Such approaches fail to account for the diverse and complex learning patterns arising from individual differences and varying learning stages. To address this limitation, we propose RouterKT, a novel Mixture-of-Experts (MoE) architecture designed to capture heterogeneous learning patterns by enabling experts to specialize in different patterns without any handcrafted learning pattern bias such as forgetting decay. Specifically, RouterKT introduces a \textbf{person-wise routing mechanism} to effectively model individual-specific learning behaviors and employs \textbf{multi-heads as experts} to enhance the modeling of complex and diverse patterns. Comprehensive experiments on ten benchmark datasets demonstrate that RouterKT exhibits significant flexibility and improves the performance of various KT backbone models, with a maximum average AUC improvement of 3.29\% across different backbones and datasets, outperforming other state-of-the-art models. Moreover, RouterKT demonstrates consistently superior inference efficiency compared to existing approaches based on handcrafted learning pattern bias, highlighting its usability for real-world educational applications. The source code is available at https://github.com/ringotc/RouterKT.git.
Knowledge tracing (KT) is a crucial task in online learning, aimed at tracing and predicting each student's knowledge states throughout their learning process. Over the past decade, it has garnered widespread attention due to it provides the potential for more tailored and adaptive online learning experiences. Although most current KT methodologies emphasize optimizing network structures to enhance predictive accuracy for future student performance, they often neglect anomalous interactions in students' learning processes, which may arise from low data quality (i.e., inferior question quality) and abnormal student behaviors (i.e., guessing and mistakes). To this end, in this paper, we propose a novel framework, termed HD-KT, designed to enhance the robustness of existing KT methodologies with Hybrid learning interactions Denoising approach. Specifically, we introduce two detectors for anomalous learning interactions, namely knowledge state-guided anomaly detector and student profile-guided anomaly detector. In the first detection module, we design a sequential autoencoder to identify anomalous learning interactions by detecting atypical student knowledge states. In the second module, we incorporate an attention mechanism by modeling a student's long-term profile to capture irregular interactions. Extensive experiments on four real-world benchmark datasets have decisively shown our HD-KT markedly boosts the robustness of numerous prevailing KT models, consequently increasing the accuracy of future student performance predictions. Additionally, our case studies highlight the versatility of HD-KT in addressing diverse downstream tasks, such as exercise quality analysis and learning behavior-based student clustering.
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.
Knowledge tracing is the task of understanding student’s knowledge acquisition processes by estimating whether to solve the next question correctly or not. Most deep learning-based methods tackle this problem by identifying hidden representations of knowledge states from learning histories. However, due to the sparse interactions between students and questions, the hidden representations can be easily over-fitted and often fail to capture student’s knowledge states accurately. This paper introduces a contrastive learning framework for knowledge tracing that reveals semantically similar or dissimilar examples of a learning history and stimulates to learn their relationships. To deal with the complexity of knowledge acquisition during learning, we carefully design the components of contrastive learning, such as architectures, data augmentation methods, and hard negatives, taking into account pedagogical rationales. Our extensive experiments on six benchmarks show statistically significant improvements from the previous methods. Further analysis shows how our methods contribute to improving knowledge tracing performances.
Knowledge Tracing (KT) monitors students' knowledge states and simulates their responses to question sequences. Existing KT models typically follow a single-step training paradigm, which leads to discrepancies with the multi-step inference process required in real-world simulations, resulting in significant error accumulation. This accumulation of error, coupled with the issue of data sparsity, can substantially degrade the performance of recommendation models in the intelligent tutoring systems. To address these challenges, we propose a novel Adversarial Multi-Step Training Framework for Knowledge Tracing (AdvKT), which, for the first time, focuses on the multi-step KT task. More specifically, AdvKT leverages adversarial learning paradigm involving a generator and a discriminator. The generator mimics high-reward responses, effectively reducing error accumulation across multiple steps, while the discriminator provides feedback to generate synthetic data. Additionally, we design specialized data augmentation techniques to enrich the training data with realistic variations, ensuring that the model generalizes well even in scenarios with sparse data. Experiments conducted on four real-world datasets demonstrate the superiority of AdvKT over existing KT models, showcasing its ability to address both error accumulation and data sparsity issues effectively.
Existing programming knowledge tracing methods have not deeply explored the relationships between knowledge concepts and programming questions or students’ codes, which leads to insufficient representation of programming questions and students’ codes and insufficient tracing of students’ knowledge states. To address these problems, this study proposes a programming knowledge tracing method based on a heterogeneous graph representation. We constructed a heterogeneous graph, where nodes represent the knowledge concept, programming question, and student code, and edges represent the relationships among knowledge concepts, programming questions, and student code. Subsequently, we leverage a graph structure learning algorithm to exploit the potential connections among them, aiming to enhance the graph structure information. Based on the graph, we further fully integrated the knowledge concept information into the representations of programming questions and student codes through the graph convolutional representation learning algorithm. Moreover, an attention mechanism is utilized to compute the effect of programming questions and student codes on the knowledge state and update the student’s knowledge state in conjunction with the corresponding answer results. Furthermore, the proposed method provides an assessment of the mastery level for each knowledge concept rather than only assessing each question using traditional methods. Experiments on two datasets, CodeWorkout and CodeNet, show that the proposed method achieves an average improvement of 4.28% in ACC and 6.48% in AUC compared with the baseline models, validating the effectiveness of the proposed method.
Education materials for K-12 students often consist of multiple modalities, such as text and images, posing challenges for models to fully understand nuanced information in these materials. In this paper, we propose a unified language and vision assistant UniEDU designed for various educational applications, including knowledge recommendation, knowledge tracing, time cost prediction, and user answer prediction, all within a single model. Unlike conventional task-specific models, UniEDU offers a unified solution that excels across multiple educational tasks while maintaining strong generalization capabilities. Its adaptability makes it well-suited for real-world deployment in diverse learning environments. Furthermore, UniEDU is optimized for industry-scale deployment by significantly reducing computational overhead-achieving approximately a 300\% increase in efficiency-while maintaining competitive performance with minimal degradation compared to fully fine-tuned models. This work represents a significant step toward creating versatile AI systems tailored to the evolving demands of education.
Knowledge tracing aims to estimate knowledge states of students over a set of skills based on students' past learning activities. Deep learning based knowledge tracing models show superior performance to traditional knowledge tracing approaches. Early works like DKT use skill IDs and student responses only. Recent works also incorporate questions IDs into their models and achieve much improved performance in the next question correctness prediction task. However, predictions made by these models are thus on specific questions, and it is not straightforward to translate them to estimation of students' knowledge states over skills. In this paper, we propose to replace question IDs with question difficulty levels in deep knowledge tracing models. The predictions made by our model can be more readily translated to students' knowledge states over skills. Furthermore, by using question difficulty levels to replace question IDs, we can also alleviate the cold-start problem in knowledge tracing as online learning platforms are updated frequently with new questions. We further use two techniques to smooth the predicted scores. One is to combine embeddings of nearby difficulty levels using the Hann function. The other is to constrain the predicted probabilities to be consistent with question difficulties by imposing a penalty if they are not consistent. We conduct extensive experiments to study the performance of the proposed model. Our experimental results show that our model outperforms the state-of-the-art knowledge tracing models in terms of both accuracy and consistency with question difficulty levels.