Simulated Human Learning in a Dynamic, Partially-Observed, Time-Series Environment

While intelligent tutoring systems (ITSs) can use information from past students to personalize instruction, each new student is unique. Moreover, the education problem is inherently difficult because the learning process is only partially observable. We therefore develop a dynamic, time-series environment to simulate a classroom setting, with student-teacher interventions - including tutoring sessions, lectures, and exams. In particular, we design the simulated environment to allow for varying levels of probing interventions that can gather more information. Then, we develop reinforcement learning ITSs that combine learning the individual state of students while pulling from population information through the use of probing interventions. These interventions can reduce the difficulty of student estimation, but also introduce a cost-benefit decision to find a balance between probing enough to get accurate estimates and probing so often that it becomes disruptive to the student. We compare the efficacy of standard RL algorithms with several greedy rules-based heuristic approaches to find that they provide different solutions, but with similar results. We also highlight the difficulty of the problem with increasing levels of hidden information, and the boost that we get if we allow for probing interventions. We show the flexibility of both heuristic and RL policies with regards to changing student population distributions, finding that both are flexible, but RL policies struggle to help harder classes. Finally, we test different course structures with non-probing policies and we find that our policies are able to boost the performance of quiz and midterm structures more than we can in a finals-only structure, highlighting the benefit of having additional information.

Multi-Agent Collaborative Framework For Math Problem Generation

Automatic question generation (AQG) for mathematics education remains an elusive goal for Intelligent Tutoring Systems and educators. While pre-trained transformer-based language models have significantly advanced natural language generation, they often struggle to precisely control problem complexity and cognitive demands. In this paper, we introduce a collaborative multi-agent framework as a novel method of incorporating inference-time computation into AQG. This approach leverages multiple agents that iteratively refine generated question-answer pairs to better balance complexity and cognitive demand. We evaluate the generated questions on five meta-evaluation criteria: relevance, importance, clarity, difficulty matching, answerability, to assess the system's ability to control the required complexity and quality of the questions. Preliminary evaluations show that this collaborative multi-agent framework elevates the quality of generated educational content by fostering a more nuanced balance between cognitive challenge and clarity. These promising outcomes suggest that integrating collaborative multi-agent workflows can yield more controlled, pedagogically valuable content that can help advance automated educational content generation and adaptive learning environments.

Extracting Causal Relations in Deep Knowledge Tracing

A longstanding goal in computational educational research is to develop explainable knowledge tracing (KT) models. Deep Knowledge Tracing (DKT), which leverages a Recurrent Neural Network (RNN) to predict student knowledge and performance on exercises, has been proposed as a major advancement over traditional KT methods. Several studies suggest that its performance gains stem from its ability to model bidirectional relationships between different knowledge components (KCs) within a course, enabling the inference of a student's understanding of one KC from their performance on others. In this paper, we challenge this prevailing explanation and demonstrate that DKT's strength lies in its implicit ability to model prerequisite relationships as a causal structure, rather than bidirectional relationships. By pruning exercise relation graphs into Directed Acyclic Graphs (DAGs) and training DKT on causal subsets of the Assistments dataset, we show that DKT's predictive capabilities align strongly with these causal structures. Furthermore, we propose an alternative method for extracting exercise relation DAGs using DKT's learned representations and provide empirical evidence supporting our claim. Our findings suggest that DKT's effectiveness is largely driven by its capacity to approximate causal dependencies between KCs rather than simple relational mappings.