Knowledge Tracing (KT) has been an established problem in the educational data mining field for decades, and it is commonly assumed that the underlying learning process being modeled remains static. Given the ever-changing landscape of online learning platforms (OLPs), we investigate how concept drift and changing student populations can impact student behavior within an OLP through testing model performance both within a single academic year and across multiple academic years. Four well-studied KT models were applied to five academic years of data to assess how susceptible KT models are to concept drift. Through our analysis, we find that all four families of KT models can exhibit degraded performance, Bayesian Knowledge Tracing (BKT) remains the most stable KT model when applied to newer data, while more complex, attention based models lose predictive power significantly faster.

As generative AI tools become integrated into design workflows, students increasingly engage with these tools not just as aids, but as collaborators. This study analyzes reflections from 33 student teams in an HCI design course to examine the kinds of judgments students make when using AI tools. We found both established forms of design judgment (e.g., instrumental, appreciative, quality) and emergent types: agency-distribution judgment and reliability judgment. These new forms capture how students negotiate creative responsibility with AI and assess the trustworthiness of its outputs. Our findings suggest that generative AI introduces new layers of complexity into design reasoning, prompting students to reflect not only on what AI produces, but also on how and when to rely on it. By foregrounding these judgments, we offer a conceptual lens for understanding how students engage in co-creative sensemaking with AI in design contexts.

The training of artificial neural networks is heavily dependent on the careful selection of an appropriate loss function. While commonly used loss functions, such as cross-entropy and mean squared error (MSE), generally suffice for a broad range of tasks, challenges often emerge due to limitations in data quality or inefficiencies within the learning process. In such circumstances, the integration of supplementary terms into the loss function can serve to address these challenges, enhancing both model performance and robustness. Two prominent techniques, loss regularization and contrastive learning, have been identified as effective strategies for augmenting the capacity of loss functions in artificial neural networks. Knowledge tracing is a compelling area of research that leverages predictive artificial intelligence to facilitate the automation of personalized and efficient educational experiences for students. In this paper, we provide a comprehensive review of the deep learning-based knowledge tracing (DKT) algorithms trained using advanced loss functions and discuss their improvements over prior techniques. We discuss contrastive knowledge tracing algorithms, such as Bi-CLKT, CL4KT, SP-CLKT, CoSKT, and prediction-consistent DKT, providing performance benchmarks and insights into real-world deployment challenges. The survey concludes with future research directions, including hybrid loss strategies and context-aware modeling.

The field of Knowledge Tracing is focused on predicting the success rate of a student for a given skill. Modern methods like Deep Knowledge Tracing provide accurate estimates given enough data, but being based on neural networks they struggle to explain how these estimates are formed. More classical methods like Dynamic Bayesian Networks can do this, but they cannot give data on the accuracy of their estimates and often struggle to incorporate new observations in real-time due to their high computational load. This paper presents a novel method, Performance Distribution Tracing (PDT), in which the distribution of the success rate is traced live. It uses a Dynamic Bayesian Network with continuous random variables as nodes. By tracing the success rate distribution, there is always data available on the accuracy of any success rate estimation. In addition, it makes it possible to combine data from similar/related skills to come up with a more informed estimate of success rates. This makes it possible to predict exercise success rates, providing both explainability and an accuracy indication, even when an exercise requires a combination of different skills to solve. And through the use of the beta distribution functions as conjugate priors, all distributions are available in analytical form, allowing efficient online updates upon new observations. Experiments have shown that the resulting estimates generally feel sufficiently accurate to end-users such that they accept recommendations based on them.

Knowledge tracing (KT) models aim to predict students' future performance based on their historical interactions. Most existing KT models rely exclusively on human-defined knowledge concepts (KCs) associated with exercises. As a result, the effectiveness of these models is highly dependent on the quality and completeness of the predefined KCs. Human errors in labeling and the cost of covering all potential underlying KCs can limit model performance. In this paper, we propose a KT model, Sparse Binary Representation KT (SBRKT), that generates new KC labels, referred to as auxiliary KCs, which can augment the predefined KCs to address the limitations of relying solely on human-defined KCs. These are learned through a binary vector representation, where each bit indicates the presence (one) or absence (zero) of an auxiliary KC. The resulting discrete representation allows these auxiliary KCs to be utilized in training any KT model that incorporates KCs. Unlike pre-trained dense embeddings, which are limited to models designed to accept such vectors, our discrete representations are compatible with both classical models, such as Bayesian Knowledge Tracing (BKT), and modern deep learning approaches. To generate this discrete representation, SBRKT employs a binarization method that learns a sparse representation, fully trainable via stochastic gradient descent. Additionally, SBRKT incorporates a recurrent neural network (RNN) to capture temporal dynamics and predict future student responses by effectively combining the auxiliary and predefined KCs. Experimental results demonstrate that SBRKT outperforms the tested baselines on several datasets and achieves competitive performance on others. Furthermore, incorporating the learned auxiliary KCs consistently enhances the performance of BKT across all tested datasets.

In the realm of education, both independent learning and group learning are esteemed as the most classic paradigms. The former allows learners to self-direct their studies, while the latter is typically characterized by teacher-directed scenarios. Recent studies in the field of intelligent education have leveraged deep temporal models to trace the learning process, capturing the dynamics of students' knowledge states, and have achieved remarkable performance. However, existing approaches have primarily focused on modeling the independent learning process, with the group learning paradigm receiving less attention. Moreover, the reciprocal effect between the two learning processes, especially their combined potential to foster holistic student development, remains inadequately explored. To this end, in this paper, we propose RIGL, a unified Reciprocal model to trace knowledge states at both the individual and group levels, drawing from the Independent and Group Learning processes. Specifically, we first introduce a time frame-aware reciprocal embedding module to concurrently model both student and group response interactions across various time frames. Subsequently, we employ reciprocal enhanced learning modeling to fully exploit the comprehensive and complementary information between the two behaviors. Furthermore, we design a relation-guided temporal attentive network, comprised of dynamic graph modeling coupled with a temporal self-attention mechanism. It is used to delve into the dynamic influence of individual and group interactions throughout the learning processes. Conclusively, we introduce a bias-aware contrastive learning module to bolster the stability of the model's training. Extensive experiments on four real-world educational datasets clearly demonstrate the effectiveness of the proposed RIGL model.

Knowledge Tracing (KT) aims to track proficiency based on a question-solving history, allowing us to offer a streamlined curriculum. Recent studies actively utilize attention-based mechanisms to capture the correlation between questions and combine it with the learner's characteristics for responses. However, our empirical study shows that existing attention-based KT models neglect the learner's forgetting behavior, especially as the interaction history becomes longer. This problem arises from the bias that overprioritizes the correlation of questions while inadvertently ignoring the impact of forgetting behavior. This paper proposes a simple-yet-effective solution, namely Forgetting-aware Linear Bias (FoLiBi), to reflect forgetting behavior as a linear bias. Despite its simplicity, FoLiBi is readily equipped with existing attentive KT models by effectively decomposing question correlations with forgetting behavior. FoLiBi plugged with several KT models yields a consistent improvement of up to 2.58% in AUC over state-of-the-art KT models on four benchmark datasets.

Deep neural networks are vulnerable to adversarial attacks. In this paper, we take the role of investigators who want to trace the attack and identify the source, that is, the particular model which the adversarial examples are generated from. Techniques derived would aid forensic investigation of attack incidents and serve as deterrence to potential attacks. We consider the buyers-seller setting where a machine learning model is to be distributed to various buyers and each buyer receives a slightly different copy with same functionality. A malicious buyer generates adversarial examples from a particular copy $\mathcal{M}_i$ and uses them to attack other copies. From these adversarial examples, the investigator wants to identify the source $\mathcal{M}_i$. To address this problem, we propose a two-stage separate-and-trace framework. The model separation stage generates multiple copies of a model for a same classification task. This process injects unique characteristics into each copy so that adversarial examples generated have distinct and traceable features. We give a parallel structure which embeds a ``tracer'' in each copy, and a noise-sensitive training loss to achieve this goal. The tracing stage takes in adversarial examples and a few candidate models, and identifies the likely source. Based on the unique features induced by the noise-sensitive loss function, we could effectively trace the potential adversarial copy by considering the output logits from each tracer. Empirical results show that it is possible to trace the origin of the adversarial example and the mechanism can be applied to a wide range of architectures and datasets.

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Abstract: Knowledge tracing (KT) models are a popular approach for predicting students' future performance at practice problems using their prior attempts. Though many innovations have been made in KT, most models including the state-of-the-art Deep KT (DKT) mainly leverage each student's response either as correct or incorrect, ignoring its content. In this work, we propose Code-based Deep Knowledge Tracing (Code-DKT), a model that uses an attention mechanism to automatically extract and select domain-specific code features to extend DKT. We compared the effectiveness of Code-DKT against Bayesian and Deep Knowledge Tracing (BKT and DKT) on a dataset from a class of 50 students attempting to solve 5 introductory programming assignments. Our results show that Code-DKT consistently outperforms DKT by 3.07–4.00%