Yang Xun

Jiahui Yang, Donglin Di, Baorui Ma et al.

In recent years, advancements in generative models have significantly expanded the capabilities of text-to-3D generation. Many approaches rely on Score Distillation Sampling (SDS) technology. However, SDS struggles to accommodate multi-condition inputs, such as text and visual prompts, in customized generation tasks. To explore the core reasons, we decompose SDS into a difference term and a classifier-free guidance term. Our analysis identifies the core issue as arising from the difference term and the random noise addition during the optimization process, both contributing to deviations from the target mode during distillation. To address this, we propose a novel algorithm, Classifier Score Matching (CSM), which removes the difference term in SDS and uses a deterministic noise addition process to reduce noise during optimization, effectively overcoming the low-quality limitations of SDS in our customized generation framework. Based on CSM, we integrate visual prompt information with an attention fusion mechanism and sampling guidance techniques, forming the Visual Prompt CSM (VPCSM) algorithm. Furthermore, we introduce a Semantic-Geometry Calibration (SGC) module to enhance quality through improved textual information integration. We present our approach as TV-3DG, with extensive experiments demonstrating its capability to achieve stable, high-quality, customized 3D generation. Project page: \url{https://yjhboy.github.io/TV-3DG}

Shanshan Wang, Ying Hu, Xun Yang et al.

Knowledge Tracing (KT) aims to trace changes in students' knowledge states throughout their entire learning process by analyzing their historical learning data and predicting their future learning performance. Existing forgetting curve theory based knowledge tracing models only consider the general forgetting caused by time intervals, ignoring the individualization of students and the causal relationship of the forgetting process. To address these problems, we propose a Concept-driven Personalized Forgetting knowledge tracing model (CPF) which integrates hierarchical relationships between knowledge concepts and incorporates students' personalized cognitive abilities. First, we integrate the students' personalized capabilities into both the learning and forgetting processes to explicitly distinguish students' individual learning gains and forgetting rates according to their cognitive abilities. Second, we take into account the hierarchical relationships between knowledge points and design a precursor-successor knowledge concept matrix to simulate the causal relationship in the forgetting process, while also integrating the potential impact of forgetting prior knowledge points on subsequent ones. The proposed personalized forgetting mechanism can not only be applied to the learning of specifc knowledge concepts but also the life-long learning process. Extensive experimental results on three public datasets show that our CPF outperforms current forgetting curve theory based methods in predicting student performance, demonstrating CPF can better simulate changes in students' knowledge status through the personalized forgetting mechanism.

Shanshan Wang, Xueying Zhang, Keyang Wang et al.

The Knowledge Tracing (KT) task focuses on predicting a learner's future performance based on the historical interactions. The knowledge state plays a key role in learning process. However, considering that the knowledge state is influenced by various learning factors in the interaction process, such as the exercises similarities, responses reliability and the learner's learning state. Previous models still face two major limitations. First, due to the exercises differences caused by various complex reasons and the unreliability of responses caused by guessing behavior, it is hard to locate the historical interaction which is most relevant to the current answered exercise. Second, the learning state is also a key factor to influence the knowledge state, which is always ignored by previous methods. To address these issues, we propose a new method named Learning State Enhanced Knowledge Tracing (LSKT). Firstly, to simulate the potential differences in interactions, inspired by Item Response Theory~(IRT) paradigm, we designed three different embedding methods ranging from coarse-grained to fine-grained views and conduct comparative analysis on them. Secondly, we design a learning state extraction module to capture the changing learning state during the learning process of the learner. In turn, with the help of the extracted learning state, a more detailed knowledge state could be captured. Experimental results on four real-world datasets show that our LSKT method outperforms the current state-of-the-art methods.