Intelligent Tutoring Systems (ITS), such as Massive Open Online Courses, offer new opportunities for human learning. At the core of such systems, knowledge tracing (KT) predicts students' future performance by analyzing their historical learning activities, enabling an accurate evaluation of students' knowledge states over time. We show that existing KT methods often encounter correlation conflicts when analyzing the relationships between historical learning sequences and future performance. To address such conflicts, we propose to extract so-called Follow-up Performance Trends (FPTs) from historical ITS data and to incorporate them into KT. We propose a method called Forward-Looking Knowledge Tracing (FINER) that combines historical learning sequences with FPTs to enhance student performance prediction accuracy. FINER constructs learning patterns that facilitate the retrieval of FPTs from historical ITS data in linear time; FINER includes a novel similarity-aware attention mechanism that aggregates FPTs based on both frequency and contextual similarity; and FINER offers means of combining FPTs and historical learning sequences to enable more accurate prediction of student future performance. Experiments on six real-world datasets show that FINER can outperform ten state-of-the-art KT methods, increasing accuracy by 8.74% to 84.85%.

In modern online learning, understanding and predicting student behavior is crucial for enhancing engagement and optimizing educational outcomes. This systematic review explores the integration of biosensors and Multimodal Learning Analytics (MmLA) to analyze and predict student behavior during computer-based learning sessions. We examine key challenges, including emotion and attention detection, behavioral analysis, experimental design, and demographic considerations in data collection. Our study highlights the growing role of physiological signals, such as heart rate, brain activity, and eye-tracking, combined with traditional interaction data and self-reports to gain deeper insights into cognitive states and engagement levels. We synthesize findings from 54 key studies, analyzing commonly used methodologies such as advanced machine learning algorithms and multimodal data pre-processing techniques. The review identifies current research trends, limitations, and emerging directions in the field, emphasizing the transformative potential of biosensor-driven adaptive learning systems. Our findings suggest that integrating multimodal data can facilitate personalized learning experiences, real-time feedback, and intelligent educational interventions, ultimately advancing toward a more customized and adaptive online learning experience.

The automatic construction of Educational Knowledge Graphs (EduKGs) is essential for domain knowledge modeling by extracting meaningful representations from learning materials. Despite growing interest, identifying a scalable and reliable approach for automatic EduKG generation remains a challenge. In an attempt to develop a unified and robust pipeline for automatic EduKG construction, in this study we propose a pipeline for automatic EduKG construction from PDF learning materials. The process begins with generating slide-level EduKGs from individual pages/slides, which are then merged to form a comprehensive EduKG representing the entire learning material. We evaluate the accuracy of the EduKG generated from the proposed pipeline in our MOOC platform, CourseMapper. The observed accuracy, while indicative of partial success, is relatively low particularly in the educational context, where the reliability of knowledge representations is critical for supporting meaningful learning. To address this, we introduce targeted optimizations across multiple pipeline components. The optimized pipeline achieves a 17.5% improvement in accuracy and a tenfold increase in processing efficiency. Our approach offers a holistic, scalable and end-to-end pipeline for automatic EduKG construction, adaptable to diverse educational contexts, and supports improved semantic representation of learning content.

We investigate the mistake-bound model of online learning with caps on the number of arithmetic operations per round. We prove general bounds on the minimum number of arithmetic operations per round that are necessary to learn an arbitrary family of functions with finitely many mistakes. We solve a problem on agnostic mistake-bounded online learning with bandit feedback from (Filmus et al, 2024) and (Geneson \& Tang, 2024). We also extend this result to the setting of operation caps.

Robotic information gathering (RIG) techniques refer to methods where mobile robots are used to acquire data about the physical environment with a suite of sensors. Informative planning is an important part of RIG where the goal is to find sequences of actions or paths that maximize efficiency or the quality of information collected. Many existing solutions solve this problem by assuming that the environment is known in advance. However, real environments could be unknown or time-varying, and adaptive informative planning remains an active area of research. Adaptive planning and incremental online mapping are required for mapping initially unknown or varying spatial fields. Gaussian process (GP) regression is a widely used technique in RIG for mapping continuous spatial fields. However, it falls short in many applications as its real-time performance does not scale well to large datasets. To address these challenges, this paper proposes an efficient adaptive informative planning approach for mapping continuous scalar fields with GPs with streaming sparse GPs. Simulation experiments are performed with a synthetic dataset and compared against existing benchmarks. Finally, it is also verified with a real-world dataset to further validate the efficacy of the proposed method. Results show that our method achieves similar mapping accuracy to the baselines while reducing computational complexity for longer missions.

Deaf people are more heavily a ffected by the digital divide than many would expect. Moreover, most a ccessibility guidelines address ing their needs just deal with captioning and audio-content transcriptio n. However, this approach to the problem does not consider that deaf people have big troubles with vocal languages, even in their written form. At present, only a few organizations, like W3C, produced guidelines deal ing with one of their most distinctive expressions: Sign Language (SL). SL is, in fact, the visual -gestural language used by many deaf people to communicate with each other. The present work aims at supporting e-learning user experience (e - LUX) for these speci fic users by enhancing the accessibility of content and container services. In particular, we propose preliminary solutions to tailor activities which can be more fruitful when performed in one's own " native" language, which for most deaf people, especially younger ones, is represen ted by national SL.

Higher education faces growing challenges in delivering personalized, scalable, and pedagogically coherent learning experiences. This study introduces a structured framework for designing an AI-powered Learning Management System (AI-LMS) that integrates generative and conversational AI to support adaptive, interactive, and learner-centered instruction. Using a design-based research (DBR) methodology, the framework unfolds through five phases: literature review, SWOT analysis, development of ethical-pedagogical principles, system design, and instructional strategy formulation. The resulting AI-LMS features modular components -- including configurable prompts, adaptive feedback loops, and multi-agent conversation flows -- aligned with pedagogical paradigms such as behaviorist, constructivist, and connectivist learning theories. By combining AI capabilities with human-centered design and ethical safeguards, this study advances a practical model for AI integration in education. Future research will validate and refine the system through real-world implementation.

This study explores how virtual environments and artificial intelligence can enhance university students' learning experiences, with particular attention to the digital preferences of Generation Z. An experiment was conducted at the Faculty of Pedagogy, Humanities, and Social Sciences at University of Gyor, where Walter's Cube technology and a trained AI mediator were integrated into the instruction of ten philosophical topics. The curriculum was aligned with the official syllabus and enriched with visual content, quotations, and explanatory texts related to iconic figures in philosophy. A total of 77 first-year undergraduate students from full-time humanities and social sciences programs participated in the study. Following their end-of-semester offline written examination, students voluntarily completed a paper-based, anonymous ten-question test and provided feedback on the method's effectiveness. No sensitive personal data were collected, and the research was conducted with formal approval from the Faculty Dean. Descriptive statistics and inferential tests were applied to evaluate the impact of the virtual environment and AI mediation on learning outcomes. Results indicate that 80 percent of participants achieved good or excellent final exam grades, and the majority rated the virtual material as highly effective. Qualitative feedback emphasized increased motivation and deeper engagement, attributed to the immersive 3D presentation and interactive AI support. This research contributes to the advancement of digital pedagogy and suggests new directions for applying virtual and AI-based methods in higher education, particularly in disciplines where abstract reasoning and conceptual understanding are central.

Weinberger and Saul [2009]), adversarial training of quantum generative models [Dallaire-Demers and Killoran, 2018, Chakrabarti et al., 2019], and facility location optimization [Brimberg, 1995, Xue and Ye, 1997] may seem unrelated at first glance. Yet, all of them can be formulated as two-player zero-sum games where each player optimizes over a structured, convex strategy space. These strategy spaces take a diversity of forms--probability simplices, trace-one positive semidefinite (PSD) matrices, and Euclidean balls--reflecting different algebraic or geometric constraints. While this shared structure suggests the potential for unified solution methods, existing algorithms remain highly fragmented, often tailored to specific geometries in special structured problems. For instance, distance metric learning can be solved using the Frank-Wolfe algorithm [Ying and Li, 2012] or Nesterov's smoothing algorithm [Nesterov, 2007]; quantum zero-sum games can be tackled using the Matrix Multiplicative Weights Update algorithm [Jain and Watrous, 2009, Jain et al., 2022]; the celebrated Fermat-Weber facility location problem can be solved using interior point methods [Xue and Ye, 1997]. This fragmented landscape of algorithms and analyses calls for the design of broadly applicable algorithms for equilibrium learning in structured games.

Interactive online learning environments, represented by Massive AI-empowered Courses (MAIC), leverage LLM-driven multi-agent systems to transform passive MOOCs into dynamic, text-based platforms, enhancing interactivity through LLMs. This paper conducts an empirical study on a specific MAIC course to explore three research questions about dropouts in these interactive online courses: (1) What factors might lead to dropouts? (2) Can we predict dropouts? (3) Can we reduce dropouts? We analyze interaction logs to define dropouts and identify contributing factors. Our findings reveal strong links between dropout behaviors and textual interaction patterns. We then propose a course-progress-adaptive dropout prediction framework (CPADP) to predict dropouts with at most 95.4% accuracy. Based on this, we design a personalized email recall agent to re-engage at-risk students. Applied in the deployed MAIC system with over 3,000 students, the feasibility and effectiveness of our approach have been validated on students with diverse backgrounds.