Harnessing Structured Knowledge: A Concept Map-Based Approach for High-Quality Multiple Choice Question Generation with Effective Distractors
This addresses the challenge of scalable, automated MCQ generation for educational domains like high-school physics, though it is incremental as it builds on existing LLM and RAG methods with structured knowledge.
The paper tackled the problem of generating high-quality multiple-choice questions with effective distractors by introducing a hierarchical concept map-based framework to guide LLMs, achieving a 75.20% success rate in expert evaluations and a 28.05% guess success rate in student assessments.
Generating high-quality MCQs, especially those targeting diverse cognitive levels and incorporating common misconceptions into distractor design, is time-consuming and expertise-intensive, making manual creation impractical at scale. Current automated approaches typically generate questions at lower cognitive levels and fail to incorporate domain-specific misconceptions. This paper presents a hierarchical concept map-based framework that provides structured knowledge to guide LLMs in generating MCQs with distractors. We chose high-school physics as our test domain and began by developing a hierarchical concept map covering major Physics topics and their interconnections with an efficient database design. Next, through an automated pipeline, topic-relevant sections of these concept maps are retrieved to serve as a structured context for the LLM to generate questions and distractors that specifically target common misconceptions. Lastly, an automated validation is completed to ensure that the generated MCQs meet the requirements provided. We evaluate our framework against two baseline approaches: a base LLM and a RAG-based generation. We conducted expert evaluations and student assessments of the generated MCQs. Expert evaluation shows that our method significantly outperforms the baseline approaches, achieving a success rate of 75.20% in meeting all quality criteria compared to approximately 37% for both baseline methods. Student assessment data reveal that our concept map-driven approach achieved a significantly lower guess success rate of 28.05% compared to 37.10% for the baselines, indicating a more effective assessment of conceptual understanding. The results demonstrate that our concept map-based approach enables robust assessment across cognitive levels and instant identification of conceptual gaps, facilitating faster feedback loops and targeted interventions at scale.