ClickTree: A Tree-based Method for Predicting Math Students' Performance Based on Clickstream Data The prediction of student performance and the analysis of students' learning behavior play an important role in enhancing online courses. By analysing a massive amount of clickstream data that captures student behavior, educators can gain valuable insights into the factors that influence academic outcomes and identify areas of improvement in courses. In this study, we developed ClickTree, a tree-based methodology, to predict student performance in mathematical assignments based on students' clickstream data. We extracted a set of features, including problem-level, assignment-level and student-level features, from the extensive clickstream data and trained a CatBoost tree to predict whether a student successfully answers a problem in an assignment. The developed method achieved an AUC of 0.78844 in the Educational Data Mining Cup 2023 and ranked second in the competition. Furthermore, our results indicate that students encounter more difficulties in the problem types that they must select a subset of answers from a given set as well as problem subjects of Algebra II. Additionally, students who performed well in answering end-unit assignment problems engaged more with in-unit assignments and answered more problems correctly, while those who struggled had higher tutoring request rate. The proposed method can be utilized to improve students' learning experiences, and the above insights can be integrated into mathematical courses to enhance students' learning outcomes. In recent years, massive amounts of log data have been collected from students' interactions with online courses, providing researchers with valuable information to analyze student behavior and its impact on academic performance (Yi et al., 2018; Aljohani et al., 2019). By examining clickstream data, educators can gain deeper insights into students' study habits, navigation patterns, and levels of engagement (Wen and Rosé, 2014; Li et al., 2020; Matcha et al., 2020).

In this work, we investigate the online learning problem of revenue maximization in ad auctions, where the seller needs to learn the click-through rates (CTRs) of each ad candidate and charge the price of the winner through a pay-per-click manner. We focus on two models of the advertisers' strategic behaviors. First, we assume that the advertiser is completely myopic; i.e.~in each round, they aim to maximize their utility only for the current round. In this setting, we develop an online mechanism based on upper-confidence bounds that achieves a tight $O(\sqrt{T})$ regret in the worst-case and negative regret when the values are static across all the auctions and there is a gap between the highest expected value (i.e.~value multiplied by their CTR) and second highest expected value ad. Next, we assume that the advertiser is non-myopic and cares about their long term utility. This setting is much more complex since an advertiser is incentivized to influence the mechanism by bidding strategically in earlier rounds. In this setting, we provide an algorithm to achieve negative regret for the static valuation setting (with a positive gap), which is in sharp contrast with the prior work that shows $O(T^{2/3})$ regret when the valuation is generated by adversary.

We devise an online learning algorithm -- titled Switching via Monotone Adapted Regret Traces (SMART) -- that adapts to the data and achieves regret that is instance optimal, i.e., simultaneously competitive on every input sequence compared to the performance of the follow-the-leader (FTL) policy and the worst case guarantee of any other input policy. We show that the regret of the SMART policy on any input sequence is within a multiplicative factor $e/(e-1) \approx 1.58$ of the smaller of: 1) the regret obtained by FTL on the sequence, and 2) the upper bound on regret guaranteed by the given worst-case policy. This implies a strictly stronger guarantee than typical `best-of-both-worlds' bounds as the guarantee holds for every input sequence regardless of how it is generated. SMART is simple to implement as it begins by playing FTL and switches at most once during the time horizon to the worst-case algorithm. Our approach and results follow from an operational reduction of instance optimal online learning to competitive analysis for the ski-rental problem. We complement our competitive ratio upper bounds with a fundamental lower bound showing that over all input sequences, no algorithm can get better than a $1.43$-fraction of the minimum regret achieved by FTL and the minimax-optimal policy. We also present a modification of SMART that combines FTL with a ``small-loss" algorithm to achieve instance optimality between the regret of FTL and the small loss regret bound.

Personalized education, tailored to individual student needs, leverages educational technology and artificial intelligence (AI) in the digital age to enhance learning effectiveness. The integration of AI in educational platforms provides insights into academic performance, learning preferences, and behaviors, optimizing the personal learning process. Driven by data mining techniques, it not only benefits students but also provides educators and institutions with tools to craft customized learning experiences. To offer a comprehensive review of recent advancements in personalized educational data mining, this paper focuses on four primary scenarios: educational recommendation, cognitive diagnosis, knowledge tracing, and learning analysis. This paper presents a structured taxonomy for each area, compiles commonly used datasets, and identifies future research directions, emphasizing the role of data mining in enhancing personalized education and paving the way for future exploration and innovation.

Generative AI is expected to have a vast, positive impact on education; however, at present, this potential has not yet been demonstrated at scale at university level. In this study, we present first evidence that generative AI can increase the speed of learning substantially in university students. We tested whether using the AI-powered teaching assistant Syntea affected the speed of learning of hundreds of distance learning students across more than 40 courses at the IU International University of Applied Sciences. Our analysis suggests that using Syntea reduced their study time substantially--by about 27\% on average--in the third month after the release of Syntea. Taken together, the magnitude of the effect and the scalability of the approach implicate generative AI as a key lever to significantly improve and accelerate learning by personalisation.

The integration of artificial intelligence (AI) into daily life, particularly through information retrieval and recommender systems, has necessitated advanced user modeling and profiling techniques to deliver personalized experiences. These techniques aim to construct accurate user representations based on the rich amounts of data generated through interactions with these systems. This paper presents a comprehensive survey of the current state, evolution, and future directions of user modeling and profiling research. We provide a historical overview, tracing the development from early stereotype models to the latest deep learning techniques, and propose a novel taxonomy that encompasses all active topics in this research area, including recent trends. Our survey highlights the paradigm shifts towards more sophisticated user profiling methods, emphasizing implicit data collection, multi-behavior modeling, and the integration of graph data structures. We also address the critical need for privacy-preserving techniques and the push towards explainability and fairness in user modeling approaches. By examining the definitions of core terminology, we aim to clarify ambiguities and foster a clearer understanding of the field by proposing two novel encyclopedic definitions of the main terms. Furthermore, we explore the application of user modeling in various domains, such as fake news detection, cybersecurity, and personalized education. This survey serves as a comprehensive resource for researchers and practitioners, offering insights into the evolution of user modeling and profiling and guiding the development of more personalized, ethical, and effective AI systems.

We study the problem of online learning Markov Decision Processes (MDPs) when both the transition distributions and loss functions are chosen by an adversary. We present an algorithm that, under a mixing assumption, achieves O(\sqrt{T\log \Pi } \log \Pi) regret with respect to a comparison set of policies \Pi . The regret is independent of the size of the state and action spaces. When expectations over sample paths can be computed efficiently and the comparison set \Pi has polynomial size, this algorithm is efficient. We also consider the episodic adversarial online shortest path problem.

With the release of Generative AI systems such as ChatGPT, an increasing interest in using Artificial Intelligence (AI) has been observed across domains, including higher education. While emerging statistics show the popularity of using AI amongst undergraduate students, little is yet known about students' perceptions regarding AI including self-reported benefits and concerns from their actual usage, in particular in distance learning contexts. Using a two-step, mixed-methods approach, we examined the perceptions of ten online and distance learning students from diverse disciplines regarding the design of a hypothetical AI Digital Assistant (AIDA). In the first step, we captured students' perceptions via interviews, while the second step supported the triangulation of data by enabling students to share, compare, and contrast perceptions with those of peers. All participants agreed on the usefulness of such an AI tool while studying and reported benefits from using it for real-time assistance and query resolution, support for academic tasks, personalisation and accessibility, together with emotional and social support. Students' concerns related to the ethical and social implications of implementing AIDA, data privacy and data use, operational challenges, academic integrity and misuse, and the future of education. Implications for the design of AI-tailored systems are also discussed.

Cognitive Diagnosis (CD) algorithms receive growing research interest in intelligent education. Typically, these CD algorithms assist students by inferring their abilities (i.e., their proficiency levels on various knowledge concepts). The proficiency levels can enable further targeted skill training and personalized exercise recommendations, thereby promoting students' learning efficiency in online education. Recently, researchers have found that building and incorporating a student-exercise bipartite graph is beneficial for enhancing diagnostic performance. However, there are still limitations in their studies. On one hand, researchers overlook the heterogeneity within edges, where there can be both correct and incorrect answers. On the other hand, they disregard the uncertainty within edges, e.g., a correct answer can indicate true mastery or fortunate guessing. To address the limitations, we propose Adaptive Semantic-aware Graph-based Cognitive Diagnosis model (ASG-CD), which introduces a novel and effective way to leverage bipartite graph information in CD. Specifically, we first map students, exercises, and knowledge concepts into a latent representation space and combine these latent representations to obtain student abilities and exercise difficulties. After that, we propose a Semantic-aware Graph Neural Network Layer to address edge heterogeneity. This layer splits the original bipartite graph into two subgraphs according to edge semantics, and aggregates information based on these two subgraphs separately. To mitigate the impact of edge uncertainties, we propose an Adaptive Edge Differentiation Layer that dynamically differentiates edges, followed by keeping reliable edges and filtering out uncertain edges. Extensive experiments on three real-world datasets have demonstrated the effectiveness of ASG-CD.

Incremental learning (IL) is essential to realize the human-level intelligence in the neural network. However, existing IL scenarios and datasets are unqualified for assessing forgetting in PLMs, giving an illusion that PLMs do not suffer from catastrophic forgetting. To this end, we propose a challenging IL scenario called instance-incremental learning (IIL) and a novel dataset called Concept-1K, which supports an order of magnitude larger IL steps. Based on the experiments on Concept-1K, we reveal that billion-parameter PLMs still suffer from catastrophic forgetting, and the forgetting is affected by both model scale, pretraining, and buffer size. Furthermore, existing IL methods and a popular finetuning technique, LoRA, fail to achieve satisfactory performance. Our study provides a novel scenario for future studies to explore the catastrophic forgetting of PLMs and encourage more powerful techniques to be designed for alleviating the forgetting in PLMs. The data, code and scripts are publicly available at https://github.com/zzz47zzz/pretrained-lm-for-incremental-learning.