Educational recommendation lies in constructing a recommend system that can process the interactions between students and questions.

The focus of our work is on diagnostic tasks in personalized learning, such as cognitive diagnosis and knowledge tracing. The goal of these tasks is to assess students'

Reinforcement learning (RL) has achieved remarkable success in real-world decision-making across diverse domains, including gaming, robotics, online advertising, public health, and natural language processing. Despite these advances, a substantial gap remains between RL research and its deployment in many practical settings. Two recurring challenges often underlie this gap. First, many settings offer limited opportunity for the agent to interact extensively with the target environment due to practical constraints. Second, many target environments often undergo substantial changes, requiring redesign and redeployment of RL systems (e.g., advancements in science and technology that change the landscape of healthcare delivery). Addressing these challenges and bridging the gap between basic research and application requires theory and methodology that directly inform the design, implementation, and continual improvement of RL systems in real-world settings. In this paper, we frame the application of RL in practice as a three-component process: (i) online learning and optimization during deployment, (ii) post- or between-deployment offline analyses, and (iii) repeated cycles of deployment and redeployment to continually improve the RL system. We provide a narrative review of recent advances in statistical RL that address these components, including methods for maximizing data utility for between-deployment inference, enhancing sample efficiency for online learning within-deployment, and designing sequences of deployments for continual improvement. We also outline future research directions in statistical RL that are use-inspired -- aiming for impactful application of RL in practice.

In human-centric applications like healthcare and education, the \textit{heterogeneity} among patients and students necessitates personalized treatments and instructional interventions. While reinforcement learning (RL) has been utilized in those tasks, off-policy selection (OPS) is pivotal to close the loop by offline evaluating and selecting policies without online interactions, yet current OPS methods often overlook the heterogeneity among participants. Our work is centered on resolving a \textit{pivotal challenge} in human-centric systems (HCSs): \textbf{\textit{how to select a policy to deploy when a new participant joining the cohort, without having access to any prior offline data collected over the participant?}} We introduce First-Glance Off-Policy Selection (FPS), a novel approach that systematically addresses participant heterogeneity through sub-group segmentation and tailored OPS criteria to each sub-group. By grouping individuals with similar traits, FPS facilitates personalized policy selection aligned with unique characteristics of each participant or group of participants. FPS is evaluated via two important but challenging applications, intelligent tutoring systems and a healthcare application for sepsis treatment and intervention. FPS presents significant advancement in enhancing learning outcomes of students and in-hospital care outcomes.

We study online classification when the learner has access to predictions about future examples. We design an online learner whose expected regret is never worse than the worst-case regret, gracefully improves with the quality of the predictions, and can be significantly better than the worst-case regret when the predictions of future examples are accurate. As a corollary, we show that if the learner is always guaranteed to observe data where future examples are easily predictable, then online learning can be as easy as transductive online learning. Our results complement recent work in online algorithms with predictions and smoothed online classification, which go beyond a worse-case analysis by using machine-learned predictions and distributional assumptions respectively.

Learning is most effective when it's connected to relevant, relatable examples that resonate with learners on a personal level. However, existing educational AI tools don't focus on generating examples or adapting to learners' changing understanding, struggles, or growing skills. We've developed ExaCraft, an AI system that generates personalized examples by adapting to the learner's dynamic context. Through the Google Gemini AI and Python Flask API, accessible via a Chrome extension, ExaCraft combines user-defined profiles (including location, education, profession, and complexity preferences) with real-time analysis of learner behavior. This ensures examples are both culturally relevant and tailored to individual learning needs. The system's core innovation is its ability to adapt to five key aspects of the learning context: indicators of struggle, mastery patterns, topic progression history, session boundaries, and learning progression signals. Our demonstration will show how ExaCraft's examples evolve from basic concepts to advanced technical implementations, responding to topic repetition, regeneration requests, and topic progression patterns in different use cases.

Large language models (LLMs) have shown strong performance in data-rich domains such as programming, but their reliability in engineering tasks remains limited. Circuit analysis -- requiring multimodal understanding and precise mathematical reasoning -- highlights these challenges. Although Gemini 2.5 Pro improves diagram interpretation and analog-circuit reasoning, it still struggles to consistently produce correct solutions when given both text and circuit diagrams. At the same time, engineering education needs scalable AI tools capable of generating accurate solutions for tasks such as automated homework feedback and question-answering. This paper presents an enhanced, end-to-end circuit problem solver built on Gemini 2.5 Pro. We first benchmark Gemini on a representative set of undergraduate circuit problems and identify two major failure modes: 1) circuit-recognition hallucinations, particularly incorrect source polarity detection, and 2) reasoning-process hallucinations, such as incorrect current directions. To address recognition errors, we integrate a fine-tuned YOLO detector and OpenCV processing to isolate voltage and current sources, enabling Gemini to re-identify source polarities from cropped images with near-perfect accuracy. To reduce reasoning errors, we introduce an ngspice-based verification loop in which Gemini generates a .cir file, ngspice simulates the circuit, and discrepancies trigger iterative regeneration with optional human-in-the-loop review. Across 83 problems, the proposed pipeline achieves a 97.59% success rate (81 correct solutions), substantially outperforming Gemini 2.5 Pro's original 79.52% accuracy. This system extends LLM capabilities for multimodal engineering problem-solving and supports the creation of high-quality educational datasets and AI-powered instructional tools.

Online class-incremental learning (OCIL) focuses on gradually learning new classes (called plasticity) from a stream of data in a single-pass, while concurrently preserving knowledge of previously learned classes (called stability). The primary challenge in OCIL lies in maintaining a good balance between the knowledge of old and new classes within the continually updated model. Most existing methods rely on explicit knowledge interaction through experience replay, and often employ exclusive training separation to address bias problems. Nevertheless, it still remains a big challenge to achieve a well-balanced learner, as these methods often exhibit either reduced plasticity or limited stability due to difficulties in continually integrating knowledge in the OCIL setting. In this paper, we propose a novel replay-based method, called Balanced Inclusive Separation for Online iNcremental learning (BISON), which can achieve both high plasticity and stability, thus ensuring more balanced performance in OCIL. Our BISON method proposes an inclusive training separation strategy using dual classifiers so that knowledge from both old and new classes can effectively be integrated into the model, while introducing implicit approaches for transferring knowledge across the two classifiers. Extensive experimental evaluations over three widely-used OCIL benchmark datasets demonstrate the superiority of BISON, showing more balanced yet better performance compared to state-of-the-art replay-based OCIL methods.

Generative artificial intelligence (AI) agents are increasingly embedded in collaborative learning environments, yet their impact on the processes of argumentative knowledge construction remains insufficiently understood. Emerging conceptualisations of agentic AI and artificial agency suggest that such systems possess bounded autonomy, interactivity, and adaptability, allowing them to engage as epistemic participants rather than mere instructional tools. Building on this theoretical foundation, the present study investigates how agentic AI, designed as undercover teammates with either supportive or contrarian personas, shapes the epistemic and social dynamics of collaborative reasoning. Drawing on Weinberger and Fischer's (2006) four-dimensional framework, participation, epistemic reasoning, argument structure, and social modes of co-construction, we analysed synchronous discourse data from 212 human and 64 AI participants (92 triads) engaged in an analytical problem-solving task. Mixed-effects and epistemic network analyses revealed that AI teammates maintained balanced participation but substantially reorganised epistemic and social processes: supportive personas promoted conceptual integration and consensus-oriented reasoning, whereas contrarian personas provoked critical elaboration and conflict-driven negotiation. Epistemic adequacy, rather than participation volume, predicted individual learning gains, indicating that agentic AI's educational value lies in enhancing the quality and coordination of reasoning rather than amplifying discourse quantity. These findings extend CSCL theory by conceptualising agentic AI as epistemic and social participants, bounded yet adaptive collaborators that redistribute cognitive and argumentative labour in hybrid human-AI learning environments.