Wenlong Zhang

The rapid development of intelligent learning guidance systems has created a favorable environment for personalized learning. By accurately predicting students’ future performance, education can be tailored and teaching strategies optimized. However, traditional prediction algorithms seldom account for highly imbalanced datasets in basic education, overlook temporal factors, and lack further interpretability of the prediction results. To address these shortcomings, we propose Temporal Variational Autoencoder-Generative Adversarial Network (TVAE-GAN), a temporal variational autoencoder-generative adversarial network model aimed at providing early warnings for high-risk students in basic education, with in-depth interpretability analysis of the prediction results to suit the unique context of basic education. TVAE-GAN extracts features from real samples and introduces a Long Short-Term Memory (LSTM) network to capture dynamic features in time series, helping the model better understand temporal dependencies in the data, remember the sequential causal information of students’ online learning, and achieve better data generation performance. Using these features, the generative model generates new samples, and the discriminator model evaluates their quality, producing outputs that closely resemble real samples through training. The effectiveness of the TVAE-GAN model is validated on a collected online basic education dataset while also advancing the timing of interventions in predictions. The performance differences between the proposed method and classic resampling methods, as well as their impact in the educational field, are analyzed, highlighting that misclassification increases teacher workload and affects students’ emotions. Key influencing factors are identified using a decision-tree surrogate model, providing teachers with multidimensional references for academic assessment.

Item description information plays a crucial role in helping users understand the basic situation of an item and is also vital auxiliary information in recommendation systems. Traditional methods obtain this data through platform backend data or web scraping techniques, but these data are often static, relatively fixed, and insufficiently descriptive. In recent years, large language models (LLMs) like generative pre-trained transformer (GPT) have become powerful tools in natural language processing, bringing new hope for LLM-based recommendations. However, does the text information generated by large language models help improve recommendation accuracy? How can the information produced by generative artificial intelligence be integrated with existing multi-source heterogeneous information? In this paper, we propose a novel deep hybrid recommendation method for multimodal information integrating content generated by large language models (DML). We first explore the use of large language models to generate detailed descriptive information about movies. Next, we perform a weighted fusion of the generated text information with existing movie category information and user demographic data, among other multi-source heterogeneous information. Finally, we use the fused information to predict movie ratings. The results indicate that the multimodal information deep hybrid recommendation method, which integrates content generated by large language models, provides substantial evidence of superior performance relative to existing baseline models.

Course recommendation is a critical service in Intelligent Tutoring Systems (ITS) that helps learners discover relevant courses from massive online educational platforms. Despite substantial progress in this field, two key challenges remain unresolved: (1) existing methods fail to leverage the differences in learners’ interests across different courses during knowledge propagation processes, and (2) while sequential relationships have been considered in course recommendations, there is still significant room for improvement in effectively integrating sequential patterns with knowledge-graph-based approaches. To overcome these limitations, we propose PGDB (Preference-aware Graph Diffusion network and Bi-LSTM), an innovative end-to-end framework for course recommendation. Our model consists of four key components: First, a course knowledge graph diffusion module recursively collects multiple knowledge triples related to learners to construct their knowledge background. Second, a preference-aware diffusion attention mechanism analyzes learners’ preferences for courses and relational paths using multi-head attention, effectively distinguishing semantic diversity across different contexts and capturing varying learner interests during knowledge transmission. Third, a temporal sequence modeling module utilizes bidirectional long short-term memory networks to identify learners’ interest evolution patterns, generating learner-dependent representations that efficiently leverage sequential relationships between courses. Finally, a prediction module combines the final representations of learners and courses to output selection probabilities for candidate courses. Extensive experimental results demonstrate that PGDB significantly outperforms state-of-the-art baseline models across multiple evaluation metrics, validating the effectiveness of our approach in addressing data sparsity and sequential modeling challenges in course recommendation systems.

Personalized learning resource recommendation is an essential component of intelligent tutoring systems. To address the issue of the plethora of learning resources and enhance the learner experience in intelligent tutoring systems, learning resource recommendation systems have been developed to model learners’ preferences. Despite numerous efforts and achievements in academia and industry toward more personalized learning, intelligent education tailored to individual learners still faces challenges, such as inadequate user representation and potential information loss during the aggregation of multi-source heterogeneous information features. In recent years, knowledge-graph-based recommendation systems have brought hope for mitigating these issues and achieving more accurate recommendations. In this paper, we propose a novel personalized learning resource recommendation method based on a knowledge graph named the Learner-Enhanced Knowledge Graph Attention (LKGA) network. This model enhances learner representation by extracting collaborative signals, where learning resources clicked by learners who have clicked the same resource are considered potential collaborative signals and are concatenated with the original learning resource features to form the initial entity set for the learner. Furthermore, during the entity aggregation process, each tail entity has different semantic expressions, and an attention mechanism is used to distinguish the importance of different neighbor entities. Additionally, residual connections are added in each hop of the learner’s aggregation process, with the information from the first hop added to each subsequent hop to reduce information loss. We applied the proposed LKGA model to a real-world dataset, and the experimental results fully validate the effectiveness of our model.

Course recommendation is an important service of Intelligent tutoring systems (ITS), the rapid development of large-scale online courses has generated a substantial amount of learning process data for online learning platforms, providing valuable support for understanding learners' interests and preferences. However, despite made considerable achievements, there are still unresolved challenges:(1) Current research neglects the sequential relationship between the course learners learn. (2) It does not take advantage of the differences in learners' interest in different courses during the knowledge dissemination process. To overcome these challenges, we propose an innovative solution called PGDB (Preference-aware graph diffusion network and BiLSTM) for course recommendation. Specifically, we analyze learners' preferences for courses and relational paths using a relation-aware multi-head attention network, learn the semantic diversity of different contexts, effectively distinguish the difference of learners' interest in different courses in the process of knowledge transmission. In addition, the temporal preference modeling module employs a bi-directional long short-term memory network to mine learners' interest evolution patterns, generating learner-dependent representations, efficient use of the sequential relationship between the courses taken by learners. Experimental results on real datasets demonstrate that the proposed model greatly exceeds the performance of the most recent baseline models, thereby validating the model's effectiveness.