arXiv:2606. 06804v1 Announce Type: new Abstract: Digital learning environments record learners' responses to individual items, making it possible to study the development of specific skills rather than overall scores.
By Yawen Ma, Sahoko Ishida, Kate Cain, Gabriel Wallin
arXiv:2509.05346v3 Announce Type: replace
Abstract: While large language models (LLMs) are increasingly being adopted to support personalized learning, there remains limited understanding of how thei...
By Bo Yuan, Jiazi Hu
The paper introduces LT‑MKT, a new method for multi‑domain knowledge tracing that incorporates cognitive load and knowledge transfer. It constructs a multi‑domain hierarchical graph using textual information from questions and concepts, then explicitly models cross‑domain temporal and knowledge features to capture cognitive load effects. A knowledge transfer module further captures propagation of knowledge states within and across domains, leading to more accurate predictions of students’ future performance.
By Haotian Zhang, Shucun Wang, Jinze Wu, Liang Ding, Shuochen Liu, Zhenya Huang, Jing Sha, Shijin Wang, Qi Liu
arXiv:2606. 28186v1 Announce Type: cross Abstract: Predicting human item difficulty is central to educational assessment, where reliable estimates support fairness and effective test construction.
By Chenguang Wang, Ming Li, Xinyue Zeng, Zhuochun Li, Hong Jiao, Tianyi Zhou, Dawei Zhou
Inverse decision modeling infers latent properties of decision processes from observed behavior, but existing formulations rely primarily on action trajectories. In verbalized cognitive tasks, task execution also produces response dynamics that action-only formulations leave unmodeled, such as verbal production, interaction, and hesitation.
arXiv:2608.09222v2 Announce Type: replace
Abstract: Inverse decision modeling infers latent properties of decision processes from observed behavior, but existing formulations rely primarily on action...
By Jiawen Kang, Dongrui Han, Xixin Wu, Helen Meng