arXiv:2603. 02830v2 Announce Type: replace-cross Abstract: Predicting future student responses to questions is particularly valuable for educational learning platforms where it enables effective interventions.
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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.
arXiv:2606. 31048v1 Announce Type: cross Abstract: This paper investigates knowledge distillation from a large reasoning model (DeepSeek-R1) to a compact student model (Qwen2.
The study evaluates how well pre‑trained models can classify the Bloom level of AI‑generated educational questions, a task that is crucial for ensuring pedagogical quality. Traditional machine‑learning models perform poorly on out‑of‑distribution data, whereas transformer and large‑language models achieve higher accuracy, especially after feature‑engineering techniques such as text splicing and appending learning objectives. Retraining the models yields the most significant performance gains across all datasets.
arXiv:2605. 02906v3 Announce Type: replace Abstract: In the field of software operations, Large Language Models (LLMs) have attracted increasing attention.
arXiv:2609.36982v1 Announce Type: cross Abstract: Knowledge concept tagging aims to assign specific concept or topic labels to educational content, which is essential for both educators and learners...
EduDial is a large-scale multi-turn teacher‑student dialogue corpus covering 345 core knowledge points and 34,250 dialogue sessions, designed around Bloom’s taxonomy and ten questioning strategies such as situational, ZPD, and metacognitive questioning. The dataset includes differentiated teaching strategies for students at varying cognitive levels to provide targeted guidance. Using EduDial, the authors trained EduDial‑LLM 32B and introduced an 11‑dimensional evaluation framework that measures teaching quality and content quality, showing that most mainstream LLMs struggle with student‑centered teaching while EduDial‑LLM outperforms all baselines across all metrics.