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'

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'

Cognitive diagnostics in the Web-based Intelligent Education System (WIES) aims to assess students' mastery of knowledge concepts from heterogeneous, noisy interactions. Recent work has tried to utilize Large Language Models (LLMs) for cognitive diagnosis, yet LLMs struggle with structured data and are prone to noise-induced misjudgments. Specially, WIES's open environment continuously attracts new students and produces vast amounts of response logs, exacerbating the data imbalance and noise issues inherent in traditional educational systems. To address these challenges, we propose DLLM, a Diffusion-based LLM framework for noise-robust cognitive diagnosis. DLLM first constructs independent subgraphs based on response correctness, then applies relation augmentation alignment module to mitigate data imbalance. The two subgraph representations are then fused and aligned with LLM-derived, semantically augmented representations. Importantly, before each alignment step, DLLM employs a two-stage denoising diffusion module to eliminate intrinsic noise while assisting structural representation alignment. Specifically, unconditional denoising diffusion first removes erroneous information, followed by conditional denoising diffusion based on graph-guided to eliminate misleading information. Finally, the noise-robust representation that integrates semantic knowledge and structural information is fed into existing cognitive diagnosis models for prediction. Experimental results on three publicly available web-based educational platform datasets demonstrate that our DLLM achieves optimal predictive performance across varying noise levels, which demonstrates that DLLM achieves noise robustness while effectively leveraging semantic knowledge from LLM.

Cognitive diagnosis aims to infer students' mastery levels based on their historical response logs. However, existing cognitive diagnosis models (CDMs), which rely on ID embeddings, often have to train specific models on specific domains. This limitation may hinder their directly practical application in various target domains, such as different subjects (e.g., Math, English and Physics) or different education platforms (e.g., ASSISTments, Junyi Academy and Khan Academy). To address this issue, this paper proposes the language representation favored zero-shot cross-domain cognitive diagnosis (LRCD). Specifically, LRCD first analyzes the behavior patterns of students, exercises and concepts in different domains, and then describes the profiles of students, exercises and concepts using textual descriptions. Via recent advanced text-embedding modules, these profiles can be transformed to vectors in the unified language space. Moreover, to address the discrepancy between the language space and the cognitive diagnosis space, we propose language-cognitive mappers in LRCD to learn the mapping from the former to the latter. Then, these profiles can be easily and efficiently integrated and trained with existing CDMs. Extensive experiments show that training LRCD on real-world datasets can achieve commendable zero-shot performance across different target domains, and in some cases, it can even achieve competitive performance with some classic CDMs trained on the full response data on target domains. Notably, we surprisingly find that LRCD can also provide interesting insights into the differences between various subjects (such as humanities and sciences) and sources (such as primary and secondary education).

Cognitive diagnosis model (CDM) is a fundamental and upstream component in intelligent education. It aims to infer students' mastery levels based on historical response logs. However, existing CDMs usually follow the ID-based embedding paradigm, which could often diminish the effectiveness of CDMs in open student learning environments. This is mainly because they can hardly directly infer new students' mastery levels or utilize new exercises or knowledge without retraining. Textual semantic information, due to its unified feature space and easy accessibility, can help alleviate this issue. Unfortunately, directly incorporating semantic information may not benefit CDMs, since it does not capture response-relevant features and thus discards the individual characteristics of each student. To this end, this paper proposes a dual-fusion cognitive diagnosis framework (DFCD) to address the challenge of aligning two different modalities, i.e., textual semantic features and response-relevant features. Specifically, in DFCD, we first propose the exercise-refiner and concept-refiner to make the exercises and knowledge concepts more coherent and reasonable via large language models. Then, DFCD encodes the refined features using text embedding models to obtain the semantic information. For response-related features, we propose a novel response matrix to fully incorporate the information within the response logs. Finally, DFCD designs a dual-fusion module to merge the two modal features. The ultimate representations possess the capability of inference in open student learning environments and can be also plugged in existing CDMs. Extensive experiments across real-world datasets show that DFCD achieves superior performance by integrating different modalities and strong adaptability in open student learning environments.

Cognitive diagnosis models (CDMs) are designed to learn students' mastery levels using their response logs. CDMs play a fundamental role in online education systems since they significantly influence downstream applications such as teachers' guidance and computerized adaptive testing. Despite the success achieved by existing CDMs, we find that they suffer from a thorny issue that the learned students' mastery levels are too similar. This issue, which we refer to as oversmoothing, could diminish the CDMs' effectiveness in downstream tasks. CDMs comprise two core parts: learning students' mastery levels and assessing mastery levels by fitting the response logs. This paper contends that the oversmoothing issue arises from that existing CDMs seldom utilize response signals on exercises in the learning part but only use them as labels in the assessing part. To this end, this paper proposes an oversmoothing-resistant cognitive diagnosis framework (ORCDF) to enhance existing CDMs by utilizing response signals in the learning part. Specifically, ORCDF introduces a novel response graph to inherently incorporate response signals as types of edges. Then, ORCDF designs a tailored response-aware graph convolution network (RGC) that effectively captures the crucial response signals within the response graph. Via ORCDF, existing CDMs are enhanced by replacing the input embeddings with the outcome of RGC, allowing for the consideration of response signals on exercises in the learning part. Extensive experiments on real-world datasets show that ORCDF not only helps existing CDMs alleviate the oversmoothing issue but also significantly enhances the models' prediction and interpretability performance. Moreover, the effectiveness of ORCDF is validated in the downstream task of computerized adaptive testing.

Cognitive diagnosis aims to gauge students' mastery levels based on their response logs. Serving as a pivotal module in web-based online intelligent education systems (WOIESs), it plays an upstream and fundamental role in downstream tasks like learning item recommendation and computerized adaptive testing. WOIESs are open learning environment where numerous new students constantly register and complete exercises. In WOIESs, efficient cognitive diagnosis is crucial to fast feedback and accelerating student learning. However, the existing cognitive diagnosis methods always employ intrinsically transductive student-specific embeddings, which become slow and costly due to retraining when dealing with new students who are unseen during training. To this end, this paper proposes an inductive cognitive diagnosis model (ICDM) for fast new students' mastery levels inference in WOIESs. Specifically, in ICDM, we propose a novel student-centered graph (SCG). Rather than inferring mastery levels through updating student-specific embedding, we derive the inductive mastery levels as the aggregated outcomes of students' neighbors in SCG. Namely, SCG enables to shift the task from finding the most suitable student-specific embedding that fits the response logs to finding the most suitable representations for different node types in SCG, and the latter is more efficient since it no longer requires retraining. To obtain this representation, ICDM consists of a construction-aggregation-generation-transformation process to learn the final representation of students, exercises and concepts. Extensive experiments across real-world datasets show that, compared with the existing cognitive diagnosis methods that are always transductive, ICDM is much more faster while maintains the competitive inference performance for new students.

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.