Advancing Multimodal Teacher Sentiment Analysis:The Large-Scale T-MED Dataset & The Effective AAM-TSA Model

Teachers' emotional states are critical in educational scenarios, profoundly impacting teaching efficacy, student engagement, and learning achievements. However, existing studies often fail to accurately capture teachers' emotions due to the performative nature and overlook the critical impact of instructional information on emotional expression.In this paper, we systematically investigate teacher sentiment analysis by building both the dataset and the model accordingly. We construct the first large-scale teacher multimodal sentiment analysis dataset, T-MED.To ensure labeling accuracy and efficiency, we employ a human-machine collaborative labeling process.The T-MED dataset includes 14,938 instances of teacher emotional data from 250 real classrooms across 11 subjects ranging from K-12 to higher education, integrating multimodal text, audio, video, and instructional information.Furthermore, we propose a novel asymmetric attention-based multimodal teacher sentiment analysis model, AAM-TSA.AAM-TSA introduces an asymmetric attention mechanism and hierarchical gating unit to enable differentiated cross-modal feature fusion and precise emotional classification. Experimental results demonstrate that AAM-TSA significantly outperforms existing state-of-the-art methods in terms of accuracy and interpretability on the T-MED dataset.

HISE-KT: Synergizing Heterogeneous Information Networks and LLMs for Explainable Knowledge Tracing with Meta-Path Optimization

Knowledge Tracing (KT) aims to mine students' evolving knowledge states and predict their future question-answering performance. Existing methods based on heterogeneous information networks (HINs) are prone to introducing noises due to manual or random selection of meta-paths and lack necessary quality assessment of meta-path instances. Conversely, recent large language models (LLMs)-based methods ignore the rich information across students, and both paradigms struggle to deliver consistently accurate and evidence-based explanations. To address these issues, we propose an innovative framework, HIN-LLM Synergistic Enhanced Knowledge Tracing (HISE-KT), which seamlessly integrates HINs with LLMs. HISE-KT first builds a multi-relationship HIN containing diverse node types to capture the structural relations through multiple meta-paths. The LLM is then employed to intelligently score and filter meta-path instances and retain high-quality paths, pioneering automated meta-path quality assessment. Inspired by educational psychology principles, a similar student retrieval mechanism based on meta-paths is designed to provide a more valuable context for prediction. Finally, HISE-KT uses a structured prompt to integrate the target student's history with the retrieved similar trajectories, enabling the LLM to generate not only accurate predictions but also evidence-backed, explainable analysis reports. Experiments on four public datasets show that HISE-KT outperforms existing KT baselines in both prediction performance and interpretability.

Modeling Balanced Explicit and Implicit Relations with Contrastive Learning for Knowledge Concept Recommendation in MOOCs

The knowledge concept recommendation in Massive Open Online Courses (MOOCs) is a significant issue that has garnered widespread attention. Existing methods primarily rely on the explicit relations between users and knowledge concepts on the MOOC platforms for recommendation. However, there are numerous implicit relations (e.g., shared interests or same knowledge levels between users) generated within the users' learning activities on the MOOC platforms. Existing methods fail to consider these implicit relations, and these relations themselves are difficult to learn and represent, causing poor performance in knowledge concept recommendation and an inability to meet users' personalized needs. To address this issue, we propose a novel framework based on contrastive learning, which can represent and balance the explicit and implicit relations for knowledge concept recommendation in MOOCs (CL-KCRec). Specifically, we first construct a MOOCs heterogeneous information network (HIN) by modeling the data from the MOOC platforms. Then, we utilize a relation-updated graph convolutional network and stacked multi-channel graph neural network to represent the explicit and implicit relations in the HIN, respectively. Considering that the quantity of explicit relations is relatively fewer compared to implicit relations in MOOCs, we propose a contrastive learning with prototypical graph to enhance the representations of both relations to capture their fruitful inherent relational knowledge, which can guide the propagation of students' preferences within the HIN. Based on these enhanced representations, to ensure the balanced contribution of both towards the final recommendation, we propose a dual-head attention mechanism for balanced fusion. Experimental results demonstrate that CL-KCRec outperforms several state-of-the-art baselines on real-world datasets in terms of HR, NDCG and MRR.