arXiv:2407. 13053v2 Announce Type: replace-cross Abstract: Digital textbook (e-book) systems record student interactions with textbooks as a sequence of events called EventStream data.
By Yuma Miyazaki, Valdemar \v{S}v\'abensk\'y, Yuta Taniguchi, Fumiya Okubo, Tsubasa Minematsu, Atsushi Shimada
arXiv:2603. 00056v2 Announce Type: replace-cross Abstract: STEM Mental models can play a critical role in assessing students' conceptual understanding of a topic.
By Pritam Sil, Durgaprasad Karnam, Vinay Reddy Venumuddala, Pushpak Bhattacharyya
arXiv:2606. 16639v1 Announce Type: new Abstract: Multimodal learning exploits complementary information across heterogeneous modalities.
By Ankush Pratap Singh, Houwei Cao, Yong Liu
arXiv:2506. 02568v2 Announce Type: replace Abstract: Large Language Models (LLMs) have demonstrated substantial efficacy in advancing graph-structured data analysis.
By Dongzhe Fan, Yi Fang, Jiajin Liu, Djellel Difallah, Qiaoyu Tan
arXiv:2606. 12419v1 Announce Type: cross Abstract: Several educational domains rely heavily on diagrams and visual cues, yet most existing tutoring datasets are limited to text-only interactions.
By Sankalan Pal Chowdhury, Junling Wang, Donya Rooein, April Yi Wang, Mrinmaya Sachan
arXiv:2608. 13409v1 Announce Type: new Abstract: Existing predictive models in learning analytics often treat student academic history as a simple sequence, overlooking the concurrent nature of courses taken within a semester.
By Paul Savala