Yipei Wang

Yiping Ma, Shiyu Hu, Buyuan Zhu et al.

Reproducing cognitive development, group interaction, and long-term evolution in virtual classrooms remains a core challenge for educational AI, as real classrooms integrate open-ended cognition, dynamic social interaction, affective factors, and multi-session development rarely captured together. Existing approaches mostly focus on short-term or single-agent settings, limiting systematic study of classroom complexity and cross-task reuse. We present EduVerse, the first user-defined multi-agent simulation space that supports environment, agent, and session customization. A distinctive human-in-the-loop interface further allows real users to join the space. Built on a layered CIE (Cognition-Interaction-Evolution) architecture, EduVerse ensures individual consistency, authentic interaction, and longitudinal adaptation in cognition, emotion, and behavior-reproducing realistic classroom dynamics with seamless human-agent integration. We validate EduVerse in middle-school Chinese classes across three text genres, environments, and multiple sessions. Results show: (1) Instructional alignment: simulated IRF rates (0.28-0.64) closely match real classrooms (0.37-0.49), indicating pedagogical realism; (2) Group interaction and role differentiation: network density (0.27-0.40) with about one-third of peer links realized, while human-agent tasks indicate a balance between individual variability and instructional stability; (3) Cross-session evolution: the positive transition rate R+ increase by 11.7% on average, capturing longitudinal shifts in behavior, emotion, and cognition and revealing structured learning trajectories. Overall, EduVerse balances realism, reproducibility, and interpretability, providing a scalable platform for educational AI. The system will be open-sourced to foster cross-disciplinary research.

Yiping Ma, Shiyu Hu, Xuchen Li et al.

Recent advances in large language models (LLMs) have enabled intelligent tutoring systems, yet the development of LLM-based Virtual Student Agents (LVSAs) remains underexplored. Such agents are essential for teacher-facing applications, where simulating diverse learner traits can support adaptive instruction and pedagogical skill development. However, current methods lack principled personality modeling, scalable evaluation of behavioral consistency, and empirical validation in interactive teaching settings. We propose the SOEI framework, a structured pipeline comprising Scene, Object, Evaluation, and Interaction, for constructing and evaluating personality-aligned LVSAs in classroom scenarios. Leveraging Chinese language instruction as a cognitively and emotionally rich testbed, we generate five LVSAs based on Big Five traits through LoRA fine-tuning and expert-informed prompt design. Their behavioral realism and personality coherence are assessed using a hybrid human & GPT-4 evaluation and a multi-dimensional annotation protocol. Through controlled experiments with real pre-service teachers, we demonstrate that LVSAs can elicit adaptive teaching strategies and maintain trait-consistent behavior across multi-turn dialogues. Our results provide: (1) an educationally and psychologically grounded generation pipeline for LLM-based student agents; (2) a hybrid, scalable evaluation framework for behavioral realism; and (3) empirical insights into the pedagogical utility of LVSAs in shaping instructional adaptation. By embedding LVSAs into both generative modeling and human-in-the-loop teaching, SOEI bridges AI for Education (AI4Edu) and Education for AI (Edu4AI), positioning classroom interaction as a rigorous testbed for controllability, personality alignment, and human-likeness in large language models.

Yipei Wang, Bing He, Shannon Risacher et al.

Alzheimer's disease (AD) is a progressive and irreversible brain disorder that unfolds over the course of 30 years. Therefore, it is critical to capture the disease progression in an early stage such that intervention can be applied before the onset of symptoms. Machine learning (ML) models have been shown effective in predicting the onset of AD. Yet for subjects with follow-up visits, existing techniques for AD classification only aim for accurate group assignment, where the monotonically increasing risk across follow-up visits is usually ignored. Resulted fluctuating risk scores across visits violate the irreversibility of AD, hampering the trustworthiness of models and also providing little value to understanding the disease progression. To address this issue, we propose a novel regularization approach to predict AD longitudinally. Our technique aims to maintain the expected monotonicity of increasing disease risk during progression while preserving expressiveness. Specifically, we introduce a monotonicity constraint that encourages the model to predict disease risk in a consistent and ordered manner across follow-up visits. We evaluate our method using the longitudinal structural MRI and amyloid-PET imaging data from the Alzheimer's Disease Neuroimaging Initiative (ADNI). Our model outperforms existing techniques in capturing the progressiveness of disease risk, and at the same time preserves prediction accuracy.