Haiping Ma

Shangshang Yang, Haiping Ma, Cheng Zhen et al.

Cognitive diagnosis plays a vital role in modern intelligent education platforms to reveal students' proficiency in knowledge concepts for subsequent adaptive tasks. However, due to the requirement of high model interpretability, existing manually designed cognitive diagnosis models hold too simple architectures to meet the demand of current intelligent education systems, where the bias of human design also limits the emergence of effective cognitive diagnosis models. In this paper, we propose to automatically design novel cognitive diagnosis models by evolutionary multi-objective neural architecture search (NAS). Specifically, we observe existing models can be represented by a general model handling three given types of inputs and thus first design an expressive search space for the NAS task in cognitive diagnosis. Then, we propose multi-objective genetic programming (MOGP) to explore the NAS task's search space by maximizing model performance and interpretability. In the MOGP design, each architecture is transformed into a tree architecture and encoded by a tree for easy optimization, and a tailored genetic operation based on four sub-genetic operations is devised to generate offspring effectively. Besides, an initialization strategy is also suggested to accelerate the convergence by evolving half of the population from existing models' variants. Experiments on two real-world datasets demonstrate that the cognitive diagnosis models searched by the proposed approach exhibit significantly better performance than existing models and also hold as good interpretability as human-designed models.

Shangshang Yang, Xiaoshan Yu, Ye Tian et al.

Knowledge tracing (KT) aims to trace students' knowledge states by predicting whether students answer correctly on exercises. Despite the excellent performance of existing Transformer-based KT approaches, they are criticized for the manually selected input features for fusion and the defect of single global context modelling to directly capture students' forgetting behavior in KT, when the related records are distant from the current record in terms of time. To address the issues, this paper first considers adding convolution operations to the Transformer to enhance its local context modelling ability used for students' forgetting behavior, then proposes an evolutionary neural architecture search approach to automate the input feature selection and automatically determine where to apply which operation for achieving the balancing of the local/global context modelling. In the search space, the original global path containing the attention module in Transformer is replaced with the sum of a global path and a local path that could contain different convolutions, and the selection of input features is also considered. To search the best architecture, we employ an effective evolutionary algorithm to explore the search space and also suggest a search space reduction strategy to accelerate the convergence of the algorithm. Experimental results on the two largest and most challenging education datasets demonstrate the effectiveness of the architecture found by the proposed approach.

Haiping Ma, Changqian Wang, Hengshu Zhu et al.

Cognitive diagnosis is a crucial task in computational education, aimed at evaluating students' proficiency levels across various knowledge concepts through exercises. Current models, however, primarily rely on students' answered exercises, neglecting the complex and rich information contained in un-interacted exercises. While recent research has attempted to leverage the data within un-interacted exercises linked to interacted knowledge concepts, aiming to address the long-tail issue, these studies fail to fully explore the informative, un-interacted exercises related to broader knowledge concepts. This oversight results in diminished performance when these models are applied to comprehensive datasets. In response to this gap, we present the Collaborative-aware Mixed Exercise Sampling (CMES) framework, which can effectively exploit the information present in un-interacted exercises linked to un-interacted knowledge concepts. Specifically, we introduce a novel universal sampling module where the training samples comprise not merely raw data slices, but enhanced samples generated by combining weight-enhanced attention mixture techniques. Given the necessity of real response labels in cognitive diagnosis, we also propose a ranking-based pseudo feedback module to regulate students' responses on generated exercises. The versatility of the CMES framework bolsters existing models and improves their adaptability. Finally, we demonstrate the effectiveness and interpretability of our framework through comprehensive experiments on real-world datasets.

Haiping Ma, Aoqing Xia, Changqian Wang et al.

Computerized Adaptive Testing (CAT) aims to select the most appropriate questions based on the examinee's ability and is widely used in online education. However, existing CAT systems often lack initial understanding of the examinee's ability, requiring random probing questions. This can lead to poorly matched questions, extending the test duration and negatively impacting the examinee's mindset, a phenomenon referred to as the Cold Start with Insufficient Prior (CSIP) task. This issue occurs because CAT systems do not effectively utilize the abundant prior information about the examinee available from other courses on online platforms. These response records, due to the commonality of cognitive states across different knowledge domains, can provide valuable prior information for the target domain. However, no prior work has explored solutions for the CSIP task. In response to this gap, we propose Diffusion Cognitive States TransfeR Framework (DCSR), a novel domain transfer framework based on Diffusion Models (DMs) to address the CSIP task. Specifically, we construct a cognitive state transition bridge between domains, guided by the common cognitive states of examinees, encouraging the model to reconstruct the initial ability state in the target domain. To enrich the expressive power of the generated data, we analyze the causal relationships in the generation process from a causal perspective. Redundant and extraneous cognitive states can lead to limited transfer and negative transfer effects. Our DCSR can seamlessly apply the generated initial ability states in the target domain to existing question selection algorithms, thus improving the cold start performance of the CAT system. Extensive experiments conducted on five real-world datasets demonstrate that DCSR significantly outperforms existing baseline methods in addressing the CSIP task.

Xiaoshan Yu, Chuan Qin, Dazhong Shen et al.

In the realm of education, both independent learning and group learning are esteemed as the most classic paradigms. The former allows learners to self-direct their studies, while the latter is typically characterized by teacher-directed scenarios. Recent studies in the field of intelligent education have leveraged deep temporal models to trace the learning process, capturing the dynamics of students' knowledge states, and have achieved remarkable performance. However, existing approaches have primarily focused on modeling the independent learning process, with the group learning paradigm receiving less attention. Moreover, the reciprocal effect between the two learning processes, especially their combined potential to foster holistic student development, remains inadequately explored. To this end, in this paper, we propose RIGL, a unified Reciprocal model to trace knowledge states at both the individual and group levels, drawing from the Independent and Group Learning processes. Specifically, we first introduce a time frame-aware reciprocal embedding module to concurrently model both student and group response interactions across various time frames. Subsequently, we employ reciprocal enhanced learning modeling to fully exploit the comprehensive and complementary information between the two behaviors. Furthermore, we design a relation-guided temporal attentive network, comprised of dynamic graph modeling coupled with a temporal self-attention mechanism. It is used to delve into the dynamic influence of individual and group interactions throughout the learning processes. Conclusively, we introduce a bias-aware contrastive learning module to bolster the stability of the model's training. Extensive experiments on four real-world educational datasets clearly demonstrate the effectiveness of the proposed RIGL model.