Shangshang Yang

Xiaoshan Yu, Shangshang Yang, Ziwen Wang et al.

In recent years, trustworthiness has garnered increasing attention and exploration in the field of intelligent education, due to the inherent sensitivity of educational scenarios, such as involving minors and vulnerable groups, highly personalized learning data, and high-stakes educational outcomes. However, existing research either focuses on task-specific trustworthy methods without a holistic view of trustworthy intelligent education, or provides survey-level discussions that remain high-level and fragmented, lacking a clear and systematic categorization. To address these limitations, in this paper, we present a systematic and structured review of trustworthy intelligent education. Specifically, We first organize intelligent education into five representative task categories: learner ability assessment, learning resource recommendation, learning analytics, educational content understanding, and instructional assistance. Building on this task landscape, we review existing studies from five trustworthiness perspectives, including safety and privacy, robustness, fairness, explainability, and sustainability, and summarize and categorize the research methodologies and solution strategies therein. Finally, we summarize key challenges and discuss future research directions. This survey aims to provide a coherent reference framework and facilitate a clearer understanding of trustworthiness in intelligent education.

Ziwen Wang, Shangshang Yang, Xiaoshan Yu et al.

With the advancement of network technologies, intelligent tutoring systems (ITS) have emerged to deliver increasingly precise and tailored personalized learning services. Cognitive diagnosis (CD) has emerged as a core research task in ITS, aiming to infer learners' mastery of specific knowledge concepts by modeling the mapping between learning behavior data and knowledge states. However, existing research prioritizes model performance enhancement while neglecting the pervasive noise contamination in observed response data, significantly hindering practical deployment. Furthermore, current cognitive diagnosis models (CDMs) rely heavily on researchers' domain expertise for structural design, which fails to exhaustively explore architectural possibilities, thus leaving model architectures' full potential untapped. To address this issue, we propose OSCD, an evolutionary multi-objective One-Shot neural architecture search method for Cognitive Diagnosis, designed to efficiently and robustly improve the model's capability in assessing learner proficiency. Specifically, OSCD operates through two distinct stages: training and searching. During the training stage, we construct a search space encompassing diverse architectural combinations and train a weight-sharing supernet represented via the complete binary tree topology, enabling comprehensive exploration of potential architectures beyond manual design priors. In the searching stage, we formulate the optimal architecture search under heterogeneous noise scenarios as a multi-objective optimization problem (MOP), and develop an optimization framework integrating a Pareto-optimal solution search strategy with cross-scenario performance evaluation for resolution. Extensive experiments on real-world educational datasets validate the effectiveness and robustness of the optimal architectures discovered by our OSCD model for CD tasks.