Haoxuan Li

Jifan Yu, Zheyuan Zhang, Daniel Zhang-li et al.

Since the first instances of online education, where courses were uploaded to accessible and shared online platforms, this form of scaling the dissemination of human knowledge to reach a broader audience has sparked extensive discussion and widespread adoption. Recognizing that personalized learning still holds significant potential for improvement, new AI technologies have been continuously integrated into this learning format, resulting in a variety of educational AI applications such as educational recommendation and intelligent tutoring. The emergence of intelligence in large language models (LLMs) has allowed for these educational enhancements to be built upon a unified foundational model, enabling deeper integration. In this context, we propose MAIC (Massive AI-empowered Course), a new form of online education that leverages LLM-driven multi-agent systems to construct an AI-augmented classroom, balancing scalability with adaptivity. Beyond exploring the conceptual framework and technical innovations, we conduct preliminary experiments at Tsinghua University, one of China's leading universities. Drawing from over 100,000 learning records of more than 500 students, we obtain a series of valuable observations and initial analyses. This project will continue to evolve, ultimately aiming to establish a comprehensive open platform that supports and unifies research, technology, and applications in exploring the possibilities of online education in the era of large model AI. We envision this platform as a collaborative hub, bringing together educators, researchers, and innovators to collectively explore the future of AI-driven online education.

Joy Lim Jia Yin, Daniel Zhang-Li, Jifan Yu et al.

Evaluating the quality of slide-based multimedia instruction is challenging. Existing methods like manual assessment, reference-based metrics, and large language model evaluators face limitations in scalability, context capture, or bias. In this paper, we introduce LecEval, an automated metric grounded in Mayer's Cognitive Theory of Multimedia Learning, to evaluate multimodal knowledge acquisition in slide-based learning. LecEval assesses effectiveness using four rubrics: Content Relevance (CR), Expressive Clarity (EC), Logical Structure (LS), and Audience Engagement (AE). We curate a large-scale dataset of over 2,000 slides from more than 50 online course videos, annotated with fine-grained human ratings across these rubrics. A model trained on this dataset demonstrates superior accuracy and adaptability compared to existing metrics, bridging the gap between automated and human assessments. We release our dataset and toolkits at https://github.com/JoylimJY/LecEval.

Haoxuan Li, Jifan Yu, Xin Cong et al.

Metacognitive education plays a crucial role in cultivating students' self-regulation and reflective thinking, providing essential support for those with learning difficulties through academic advising. Simulating students with insufficient learning capabilities using large language models offers a promising approach to refining pedagogical methods without ethical concerns. However, existing simulations often fail to authentically represent students' learning struggles and face challenges in evaluation due to the lack of reliable metrics and ethical constraints in data collection. To address these issues, we propose a pipeline for automatically generating and filtering high-quality simulated student agents. Our approach leverages a two-round automated scoring system validated by human experts and employs a score propagation module to obtain more consistent scores across the student graph. Experimental results demonstrate that our pipeline efficiently identifies high-quality student agents, and we discuss the traits that influence the simulation's effectiveness. By simulating students with varying degrees of learning difficulties, our work paves the way for broader applications in personalized learning and educational assessment.

Zhiyu Zhao, Haoxuan Li, Haifeng Zhang et al. · pku

When building a world model, a common assumption is that the environment has a single, unchanging underlying causal rule, like applying Newton's laws to every situation. In reality, what appears as a drifting causal mechanism is often the manifestation of a fixed underlying mechanism seen through a narrow observational window. This brings about a problem that, when building a world model, even subtle shifts in policy or environment states can alter the very observed causal mechanisms. In this work, we introduce the \textbf{Meta-Causal Graph} as world models, a minimal unified representation that efficiently encodes the transformation rules governing how causal structures shift across different latent world states. A single Meta-Causal Graph is composed of multiple causal subgraphs, each triggered by meta state, which is in the latent state space. Building on this representation, we introduce a \textbf{Causality-Seeking Agent} whose objectives are to (1) identify the meta states that trigger each subgraph, (2) discover the corresponding causal relationships by agent curiosity-driven intervention policy, and (3) iteratively refine the Meta-Causal Graph through ongoing curiosity-driven exploration and agent experiences. Experiments on both synthetic tasks and a challenging robot arm manipulation task demonstrate that our method robustly captures shifts in causal dynamics and generalizes effectively to previously unseen contexts.