Knowledge Tracing (KT) plays a central role in assessing students' skill mastery and predicting their future performance. While deep learning-based KT models achieve superior predictive accuracy compared to traditional methods, their complexity and opacity hinder their ability to provide psychologically meaningful explanations. This disconnect between model parameters and cognitive theory poses challenges for understanding and enhancing the learning process, limiting their trustworthiness in educational applications. To address these challenges, we enhance interpretable KT models by exploring human-understandable features derived from students' interaction data. By incorporating additional features, particularly those reflecting students' learning abilities, our enhanced approach improves predictive accuracy while maintaining alignment with cognitive theory. Our contributions aim to balance predictive power with interpretability, advancing the utility of adaptive learning systems.

The rapid rise of Generative AI (GenAI) tools has sparked debate over their role in complementing or replacing human workers across job contexts. We present a mathematical framework that models jobs, workers, and worker-job fit, introducing a novel decomposition of skills into decision-level and action-level subskills to reflect the complementary strengths of humans and GenAI. We analyze how changes in subskill abilities affect job success, identifying conditions for sharp transitions in success probability. We also establish sufficient conditions under which combining workers with complementary subskills significantly outperforms relying on a single worker. This explains phenomena such as productivity compression, where GenAI assistance yields larger gains for lower-skilled workers. We demonstrate the framework' s practicality using data from O*NET and Big-Bench Lite, aligning real-world data with our model via subskill-division methods. Our results highlight when and how GenAI complements human skills, rather than replacing them.

Intelligent Tutoring Systems have become critically important in future learning environments. Knowledge Tracing (KT) is a crucial part of that system. It is about inferring the skill mastery of students and predicting their performance to adjust the curriculum accordingly. Deep Learning-based KT models have shown significant predictive performance compared with traditional models. However, it is difficult to extract psychologically meaningful explanations from the tens of thousands of parameters in neural networks, that would relate to cognitive theory. There are several ways to achieve high accuracy in student performance prediction but diagnostic and prognostic reasoning is more critical in learning sciences. Since KT problem has few observable features (problem ID and student's correctness at each practice), we extract meaningful latent features from students' response data by using machine learning and data mining techniques. In this work, we present Interpretable Knowledge Tracing (IKT), a simple model that relies on three meaningful latent features: individual skill mastery, ability profile (learning transfer across skills), and problem difficulty. IKT's prediction of future student performance is made using a Tree-Augmented Naive Bayes Classifier (TAN), therefore its predictions are easier to explain than deep learning-based student models. IKT also shows better student performance prediction than deep learning-based student models without requiring a huge amount of parameters. We conduct ablation studies on each feature to examine their contribution to student performance prediction. Thus, IKT has great potential for providing adaptive and personalized instructions with causal reasoning in real-world educational systems.

Recently, we have seen a rapid rise in usage of online educational platforms. The personalized education became crucially important in future learning environments. Knowledge tracing (KT) refers to the detection of students' knowledge states and predict future performance given their past outcomes for providing adaptive solution to Intelligent Tutoring Systems (ITS). Bayesian Knowledge Tracing (BKT) is a model to capture mastery level of each skill with psychologically meaningful parameters and widely used in successful tutoring systems. However, it is unable to detect learning transfer across skills because each skill model is learned independently and shows lower efficiency in student performance prediction. While recent KT models based on deep neural networks shows impressive predictive power but it came with a price. Ten of thousands of parameters in neural networks are unable to provide psychologically meaningful interpretation that reflect to cognitive theory. In this paper, we proposed an efficient student model called BKT-LSTM. It contains three meaningful components: individual \textit{skill mastery} assessed by BKT, \textit{ability profile} (learning transfer across skills) detected by k-means clustering and \textit{problem difficulty}. All these components are taken into account in student's future performance prediction by leveraging predictive power of LSTM. BKT-LSTM outperforms state-of-the-art student models in student's performance prediction by considering these meaningful features instead of using binary values of student's past interaction in DKT. We also conduct ablation studies on each of BKT-LSTM model components to examine their value and each component shows significant contribution in student's performance prediction. Thus, it has potential for providing adaptive and personalized instruction in real-world educational systems.