Shuyan Huang, Alexander Scarlatos, Jaewook Lee, Andrew Lan
Recent advances in large language models (LLMs) have led to the development of AI-powered tutoring systems that provide interactive support via dialogue. To enable these tutoring systems to provide personalized support, it is essential to assess student performance at each turn, motivating knowledge tracing (KT) in dialogue settings. However, existing dialogue-based KT approaches often ignore question difficulty modeling and rely on opaque latent representations from LLMs, hindering accurate and interpretable prediction. In this work, we propose an interpretable difficulty-aware conversational KT framework built upon LLMs, which explicitly models students' abilities and the difficulty of tutor-posed tasks at each turn. The framework incorporates the original textual question and the next tutor-posed task to estimate the student's knowledge state and the difficulty of the upcoming turn. Furthermore, it integrates Item Response Theory to map LLM's outputs into student ability and question difficulty parameters, enabling interpretable prediction of student performance grounded in cognitive theories of learning. We evaluate the framework on two tutor-student dialogue datasets. Both quantitative and qualitative results show that our framework outperforms existing KT baselines, meanwhile generating interpretable outputs consistent with cognitive theory.
Jaewook Lee DATUMO INC., Myeong-Cheol Kang, Jong-hun Shin
Criminal investigators and intelligence analysts have developed structured analytic techniques to evaluate competing hypotheses under incomplete information. This study examines whether such human expert investigative methodologies are also effective for narrative-based culprit inference in large language models (LLMs). Focusing on the task of analyzing evidence from complex narratives and identifying the perpetrator among suspects, we conducted experiments on 10 LLMs using the MuSR murder mystery benchmark. The PRISM framework, which applies investigative techniques, consistently outperformed existing general-purpose strategies across all models, with its effectiveness manifesting regardless of model scale. Ablation studies revealed that the hypothesis structuring stage is particularly crucial, accounting for 89% of the methodological improvement beyond information filtering. This suggests that domain-specific structures that specify “what to analyze” are more effective in LLM reasoning than simply increasing the number of reasoning paths.
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cs.CL
Proceedings of the 64th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers) · 2026 · 正式发表
Dahyun Jung Korea University, Jaewook Lee Korea University, Heuiseok Lim
Large language models (LLMs) require frequent knowledge updates to reflect changing facts and mitigate hallucinations. To meet this demand, lifelong knowledge editing has emerged as a continual approach to modify specific pieces of knowledge without retraining the entire model. Existing parameter-editing methods struggle with stability during sequential edits due to catastrophic forgetting. While retrieval-based approaches are proposed to alleviate this issue, their applicability remains limited across various datasets because of high training costs. To address these limitations and enhance scalability in lifelong settings, we propose LightEdit. Our framework first selects relevant knowledge from retrieved information to modify the query effectively. It then incorporates a decoding strategy to suppress the model’s original knowledge probabilities, thereby enabling efficient edits based on the selected information. Extensive experiments on ZSRE, Counterfact, and RIPE benchmarks demonstrate that LightEdit outperforms existing lifelong knowledge editing methods. Furthermore, by minimizing training costs, LightEdit achieves cost-effective scalability, enabling easy adaptation to various datasets.
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Proceedings of the 64th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers) · 2026 · 正式发表
Alexander Scarlatos Department of Computer Science, University of Massachusetts at Amherst, Jaewook Lee, Simon Woodhead Eedi, Andrew Lan University of Massachusetts, Amherst
Advances in large language models (LLMs) enable many new innovations in education. However, evaluating the effectiveness of new technology requires real students, which is time-consuming and hard to scale up. Therefore, many recent works on LLM-powered tutoring solutions have used simulated students for both training and evaluation, often via simple prompting. Surprisingly, little work has been done to ensure or even measure the quality of simulated students. In this work, we formally define the student simulation task, propose a set of evaluation metrics that span linguistic, behavioral, and cognitive aspects, and benchmark a wide range of student simulation methods on these metrics. We experiment on a real-world math tutoring dialogue dataset, where both automated and human evaluation results show that prompting strategies for student simulation perform poorly; supervised fine-tuning and preference optimization yield much better but still limited performance, motivating future work on this challenging task.
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cs.CL
Proceedings of the 64th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers) · 2026 · 正式发表