Existing large language models (LLMs) occasionally generate plausible yet factually incorrect responses, known as hallucinations. Two main approaches have been proposed to mitigate hallucinations: retrieval-augmented language models (RALMs) and refusal post-training. However, current research predominantly focuses on their individual effectiveness while overlooking the evaluation of the refusal capability of RALMs. Ideally, if RALMs know when they do not know, they should refuse to answer.In this study, we ask the fundamental question: Do RALMs know when they don't know? Specifically, we investigate three questions. First, are RALMs well calibrated with respect to different internal and external knowledge states? We examine the influence of various factors. Contrary to expectations, when all retrieved documents are irrelevant, RALMs still tend to refuse questions they could have answered correctly. Next, given the model's pronounced \textbf{over-refusal} behavior, we raise a second question: How does a RALM's refusal ability align with its calibration quality? Our results show that the over-refusal problem can be mitigated through in-context fine-tuning. However, we observe that improved refusal behavior does not necessarily imply better calibration or higher overall accuracy. Finally, we ask: Can we combine refusal-aware RALMs with uncertainty-based answer abstention to mitigate over-refusal? We develop a simple yet effective refusal mechanism for refusal-post-trained RALMs that improves their overall answer quality by balancing refusal and correct answers. Our study provides a more comprehensive understanding of the factors influencing RALM behavior. Meanwhile, we emphasize that uncertainty estimation for RALMs remains an open problem deserving deeper investigation.

Knowledge tracing (KT) is a task that predicts students' future performance based on their historical learning interactions.

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Learning to learn is becoming a science, driven by the convergence of knowledge tracing, signal processing, and generative AI to model student learning states and optimize education. We propose CoTutor, an AI-driven model that enhances Bayesian Knowledge Tracing with signal processing techniques to improve student progress modeling and deliver adaptive feedback and strategies. Deployed as an AI copilot, CoTutor combines generative AI with adaptive learning technology. In university trials, it has demonstrated measurable improvements in learning outcomes while outperforming conventional educational tools. Our results highlight its potential for AI-driven personalization, scalability, and future opportunities for advancing privacy and ethical considerations in educational technology. Inspired by Richard Hamming's vision of computer-aided 'learning to learn,' CoTutor applies convex optimization and signal processing to automate and scale up learning analytics, while reserving pedagogical judgment for humans, ensuring AI facilitates the process of knowledge tracing while enabling learners to uncover new insights.

Knowledge Tracing (KT) serves as a fundamental component of Intelligent Tutoring Systems (ITS), enabling these systems to monitor and understand learners' progress by modeling their knowledge state. However, many existing KT models primarily focus on fitting the sequences of learners' interactions, and often overlook the knowledge state itself. This limitation leads to reduced interpretability and insufficient instructional support from the ITS. To address this challenge, we propose AlignKT, which employs a frontend-to-backend architecture to explicitly model a stable knowledge state. In this approach, the preliminary knowledge state is aligned with an additional criterion. Specifically, we define an ideal knowledge state based on pedagogical theories as the alignment criterion, providing a foundation for interpretability. We utilize five encoders to implement this set-up, and incorporate a contrastive learning module to enhance the robustness of the alignment process. Through extensive experiments, AlignKT demonstrates superior performance, outperforming seven KT baselines on three real-world datasets. It achieves state-of-the-art results on two of these datasets and exhibits competitive performance on the third. The code of this work is available at https://github.com/SCNU203/AlignKT.

We introduce ExRec, a general framework for personalized exercise recommendation with semantically-grounded knowledge tracing. Our method builds on the observation that existing exercise recommendation approaches simulate student performance via knowledge tracing (KT) but they often overlook two key aspects: (a) the semantic content of questions and (b) the sequential, structured progression of student learning. To address this, our ExRec presents an end-to-end pipeline, from annotating the KCs of questions and learning their semantic representations to training KT models and optimizing several reinforcement learning (RL) methods. Moreover, we improve standard Q-learning-based continuous RL methods via a tailored model-based value estimation (MVE) approach that directly leverages the components of KT model in estimating cumulative knowledge improvement. We validate the effectiveness of our ExRec using various RL methods across four real-world tasks with different educational goals in online math learning. We further show that ExRec generalizes robustly to new, unseen questions and that it produces interpretable student learning trajectories. Together, our findings highlight the promise of KT-guided RL for effective personalization in education.

Accurately assessing student knowledge is critical for effective education, yet traditional Knowledge Tracing (KT) methods rely on opaque latent embeddings, limiting interpretability. Even LLM-based approaches generate direct predictions or summaries that may hallucinate without any accuracy guarantees. We recast KT as an inverse problem: learning the minimum natural-language summary that makes past answers explainable and future answers predictable. Our Language Bottleneck Model (LBM) consists of an encoder LLM that writes an interpretable knowledge summary and a frozen decoder LLM that must reconstruct and predict student responses using only that summary text. By constraining all predictive information to pass through a short natural-language bottleneck, LBMs ensure that the summary contains accurate information while remaining human-interpretable. Experiments on synthetic arithmetic benchmarks and the large-scale Eedi dataset show that LBMs rival the accuracy of state-of-the-art KT and direct LLM methods while requiring orders-of-magnitude fewer student trajectories. We demonstrate that training the encoder with group-relative policy optimization, using downstream decoding accuracy as a reward signal, effectively improves summary quality.

Programming Knowledge Tracking (PKT) aims to dynamically diagnose learners' mastery levels of programming knowledge based on their coding activities, facilitating more effective and personalized programming education. However, current PKT studies primarily focus on the implicit relationship between code content and knowledge assessment, often overlooking two types of noise signals in long-term programming activities: unwanted signals from unrelated submissions and weak signals from minor modifications. This practical challenge significantly limits model performance and application. To address this issue, we propose Coda, a Code graph-based tuning adaptor designed to enhance existing PKT models by identifying and mitigating the impact of noise. Specifically, Coda first transforms the loose code sequences submitted by each learner into a compact code graph. By leveraging this code graph, unwanted signals can be identified from a semantic similarity perspective. We then apply a cluster-aware GCN to the code graph, which improves the discrimination of weak signals and enables their clustering for identification. Finally, a lightweight yet effective adaptor is incorporated into the PKT task through optimization with two noise feature-based constraints and a navigational regularization term, to correct knowledge states affected by noise. It is worth mentioning that the Coda framework is model-agnostic and can be adapted to most existing PKT solutions. Extensive experimental results on four real-world datasets demonstrate that Coda effectively performs the PKT task in the presence of noisy programming records, outperforming typical baselines.

Knowledge Tracing (KT) is a core component of Intelligent Tutoring Systems, modeling learners' knowledge state to predict future performance and provide personalized learning support. Traditional KT models assume that learners' learning abilities remain relatively stable over short periods or change in predictable ways based on prior performance. However, in reality, learners' abilities change irregularly due to factors like cognitive fatigue, motivation, and external stress -- a task introduced, which we refer to as Real-time Learning Pattern Adjustment (RLPA). Existing KT models, when faced with RLPA, lack sufficient adaptability, because they fail to timely account for the dynamic nature of different learners' evolving learning patterns. Current strategies for enhancing adaptability rely on retraining, which leads to significant overfitting and high time overhead issues. To address this, we propose Cuff-KT, comprising a controller and a generator. The controller assigns value scores to learners, while the generator generates personalized parameters for selected learners. Cuff-KT controllably adapts to data changes fast and flexibly without fine-tuning. Experiments on five datasets from different subjects demonstrate that Cuff-KT significantly improves the performance of five KT models with different structures under intra- and inter-learner shifts, with an average relative increase in AUC of 10% and 4%, respectively, at a negligible time cost, effectively tackling RLPA task. Our code and datasets are fully available at https://github.com/zyy-2001/Cuff-KT.