Jiajun Guo

Yixuan Wang, Yue Huang, Hong Qian et al.

Creativity has become a core competence in the era of LLMs and human-AI collaboration, underpinning innovation in real-world problem solving. Crucially, the systematic improvement of creativity necessitates scientifically valid assessment instruments. Psychometric research recognizes context-based assessment as an effective way to measure creative thinking. However, high-quality expert-designed contexts remain scarce. Existing LLM-based generators often struggle with insufficient assessment cues, weak narrative coherence, limited stylistic diversity, and poor support for creative thinking. To address these challenges, we propose AlphaContext, an evolutionary tree-based psychometric context generator for creativity assessment. First, the HyperTree Outline Planner formalizes expert-designed outlining as a rule-guided hypertree and performs top-down hierarchical planning. The MCTS-based Context Generator fills the outline via MCTS to balance global structure and local quality. Then, the Evolutionary Context Optimizer evolves contexts with MAP-Elites by repeatedly updating niche elites to jointly improve diversity and quality. Finally, the Assessment-Guided Evolution Refiner simulates virtual participants with diverse styles and recycles weak contexts for further evolution. Experiments show that AlphaContext yields an average improvement of 8% over competitive methods across 6 quality metrics.

Jiajun Guo, Xin Luo, Jiayin Zheng et al.

Multimodal foundation models are increasingly trained on sensitive data across domains such as finance, biomedicine, and personal identifiers. However, this distributed setup raises serious privacy concerns due to the need for cross-partition data sharing. Split learning addresses these concerns by enabling collaborative model training without raw data exchange between partitions, yet it introduces a significant challenge: transmitting high-dimensional intermediate feature representations between partitions leads to substantial communication costs. To address this challenge, we propose Quantized-TinyLLaVA, a multimodal foundation model with an integrated communication-efficient split learning framework. Our approach adopts a compression module that quantizes intermediate feature into discrete representations before transmission, substantially reducing communication overhead. Besides, we derive a principled quantization strategy grounded in entropy coding theory to determine the optimal number of discrete representation levels. We deploy our framework in a two-partition setting, with one partition operating as the client and the other as the server, to realistically simulate distributed training. Under this setup, Quantized-TinyLLaVA achieves an approximate \textbf{87.5\%} reduction in communication overhead with 2-bit quantization, while maintaining performance of the original 16-bit model across five benchmark datasets. Furthermore, our compressed representations exhibit enhanced resilience against feature inversion attacks, validating the privacy of transmission. The code is available at https://github.com/anonymous-1742/Quantized-TinyLLaVA.

Yuanhao Liu, Zihan Zhou, Kaiying Wu et al.

Learner-item cognitive modeling plays a central role in the web-based online intelligent education system by enabling cognitive diagnosis (CD) across diverse online educational scenarios. Although ID embedding remains the mainstream approach in cognitive modeling due to its effectiveness and flexibility, recent advances in language models (LMs) have introduced new possibilities for incorporating rich semantic representations to enhance CD performance. This highlights the need for a comprehensive analysis of how LMs enhance embeddings through semantic integration across mainstream CD tasks. This paper identifies two key challenges in fully leveraging LMs in existing work: Misalignment between the training objectives of LMs and CD models creates a distribution gap in feature spaces; A unified framework is essential for integrating textual embeddings across varied CD tasks while preserving the strengths of existing cognitive modeling paradigms to ensure the robustness of embedding enhancement. To address these challenges, this paper introduces EduEmbed, a unified embedding enhancement framework that leverages fine-tuned LMs to enrich learner-item cognitive modeling across diverse CD tasks. EduEmbed operates in two stages. In the first stage, we fine-tune LMs based on role-specific representations and an interaction diagnoser to bridge the semantic gap of CD models. In the second stage, we employ a textual adapter to extract task-relevant semantics and integrate them with existing modeling paradigms to improve generalization. We evaluate the proposed framework on four CD tasks and computerized adaptive testing (CAT) task, achieving robust performance. Further analysis reveals the impact of semantic information across diverse tasks, offering key insights for future research on the application of LMs in CD for online intelligent education systems.