Singapore

Sequential Recommender Systems (SRS) have been widely used in various fields, such as e-commerce, advertisement, etc. However, existing SRS models are often sub-optimal in educational scenarios, because stricter privacy regulations lead to higher sparsity in educational data. Thus, for better educational recommendation, we propose a novel multimodal SRS model, named OMSEE-REC (Multimodal Sequential Recommendation of On-line courses with MLLM-Enhanced Semantic Edge Embedding), that significantly enhances the effectiveness of course recommendations. By integrating multimodal information to enrich learning representations, the data sparsity problem gets alleviated. In OMSEE-REC, a multimodal large language model (MLLM) is utilized to transform non-text modalities, such as images, into refined textual representations. Then, we propose generating item semantic edge embeddings to enhance the semantic relations among courses, which fills the gap in cross-modal semantics. Next, for analyzing users&#39; long- and short-term preferences, the enhanced information of items is input into MLLMs as prompts to derive user semantic edge embeddings. 
Finally, a non-intrusive attention mechanism is introduced into the OMSEE-REC, which utilizes semantic edge embeddings as lightweight side information to guide embedding propagation. Empirical evaluations on dual-domain datasets—including large-scale general recommendation data (Amazon) and a private multimodal educational dataset—demonstrate the superior performance of OMSEE-REC, confirming its effectiveness in the fields of intelligent education and sequential recommendation modeling.

AAAI 2026

Multimodal Sequential Recommendation of On-line courses with MLLM-Enhanced Semantic Edge Embedding

sequential recommendation; multimodal recommendation; large language models

We are pleased to announce the Thirty-Ninth AAAI Conference on Artificial Intelligence (AAAI-25), which will be held in Philadelphia, Pennsylvania at the Pennsylvania Convention Center from February 25 to March 4, 2025.

The purpose of the AAAI conference series is to promote research in Artificial Intelligence (AI) and foster scientific exchange between researchers, practitioners, scientists, students, and engineers across the entirety of AI and its affiliated disciplines. AAAI-25 will feature technical paper presentations, special tracks, invited speakers, workshops, tutorials, poster sessions, senior member presentations, competitions, and exhibit programs, and a range of other activities to be announced.

### [Invited Speakers](https://aaai.org/conference/aaai/aaai-25/aaai-25-invited-speakers/)

Register [here](https://aaai.org/conference/aaai/aaai-25/registration/)

AAAI 2025

The purpose of the AAAI conference series is to promote research in Artificial Intelligence (AI) and foster scientific exchange between researchers, practitioners, scientists, students, and engineers across the entirety of AI and its affiliated disciplines. AAAI-25 will feature technical paper presentations, special tracks, invited speakers, workshops, tutorials, poster sessions, senior member presentations, competitions, and exhibit programs, and a range of other activities to be announced.



Sequential Recommender Systems (SRS) have been widely used in various fields, such as e-commerce, advertisement, etc. However, existing SRS models are often sub-optimal in educational scenarios, because stricter privacy regulations lead to higher sparsity in educational data. Thus, for better educational recommendation, we propose a novel multimodal SRS model, named OMSEE-REC (Multimodal Sequential Recommendation of On-line courses with MLLM-Enhanced Semantic Edge Embedding), that significantly enhances the effectiveness of course recommendations. By integrating multimodal information to enrich learning representations, the data sparsity problem gets alleviated. In OMSEE-REC, a multimodal large language model (MLLM) is utilized to transform non-text modalities, such as images, into refined textual representations. Then, we propose generating item semantic edge embeddings to enhance the semantic relations among courses, which fills the gap in cross-modal semantics. Next, for analyzing users' long- and short-term preferences, the enhanced information of items is input into MLLMs as prompts to derive user semantic edge embeddings. 
Finally, a non-intrusive attention mechanism is introduced into the OMSEE-REC, which utilizes semantic edge embeddings as lightweight side information to guide embedding propagation. Empirical evaluations on dual-domain datasets—including large-scale general recommendation data (Amazon) and a private multimodal educational dataset—demonstrate the superior performance of OMSEE-REC, confirming its effectiveness in the fields of intelligent education and sequential recommendation modeling.

workshop paper

We are pleased to announce the Fortieth AAAI Conference on Artificial Intelligence (AAAI-26), which will be held in Singapore EXPO from January 20 to January 27, 2026.

The purpose of the AAAI conference series is to promote research in Artificial Intelligence (AI) and foster scientific exchange between researchers, practitioners, scientists, students, and engineers across the entirety of AI and its affiliated disciplines. AAAI-26 will feature technical paper presentations, special tracks, invited speakers, workshops, tutorials, poster sessions, senior member presentations, competitions, and exhibit programs, and a range of other activities to be announced.

To access this event page, you need to log in with the **email address you registered with**. Access credentials will be sent to your email from Underline - subject line "Welcome to AAAI 2026". Please be sure to check your spam email folder if you do not see an email confirmation right away.

Please log in

To access this event page, you are required to register.
Please complete your registration to continue.

We recommend reading [**the registration information**](https://aaai.org/conference/aaai/aaai-26/registration/) first.

**Online Registration Form**: https://aaai.getregistered.net/conference-2026 

Registration Required

We are pleased to announce the Fortieth AAAI Conference on Artificial Intelligence (AAAI-26), which will be held in Singapore EXPO from January 20 to January 27, 2026.

Knowledge Tracing (KT) is a fundamental task that estimates a learner’s knowledge state and predicts future performance based on their past interactions. However, existing transformer-based KT models rely on simple index-distance-based attention decay, which fails to adequately capture the learner’s forgetting effects and the complex dependencies among past interactions. To address this limitation, we propose a novel positional encoding method, Reconstruction Attention Positional Encoding (RAPE), which incorporates Base-Level Activation (BLA)−inspired by the ACT-R theory of cognitive psychology−into the attention mechanism. RAPE enhances prediction accuracy by jointly modeling the learner’s cognitive forgetting process and problem-solving sequence within the Transformer framework. Experiments on three public benchmark datasets demonstrate that RAPE consistently outperforms both traditional positional encoding approaches and state-of-the-art Relative Forgetting-Aware (RFA) models in terms of predictive accuracy. Our study presents a novel approach to integrating cognitive forgetting theory into neural KT, improving both interpretability and predictive performance in long-term learning environments, and promoting its potential application in intelligent educational systems.

Reconstruction Attention Positional Encoding for Knowledge Tracing: Integrating Cognitive Forgetting into Transformer-Based Models

The rapid advancement of large-scale language models (LLMs) has shown their potential to transform intelligent education systems (IESs) through automated teaching and learning support applications. However, current IESs often rely on single-turn static question-answering, which fails to assess learners' cognitive levels, cannot adjust teaching strategies based on real-time feedback, and is limited to providing simple one-off responses. To address these issues, we introduce AgentTutor, a multi-turn interactive intelligent education system to empower personalized learning. It features an LLM-powered generative multi-agent system and a learner-specific personalized learning profile environment that dynamically optimizes and delivers teaching strategies based on learners' learning status, personalized goals, learning preferences, and multimodal study materials. It includes five key modules: curriculum decomposition, learner assessment, dynamic strategy, teaching reflection, and knowledge \& experience memory. We conducted extensive experiments on multiple benchmark datasets, AgentTutor significantly enhances learners' performance while demonstrating strong effectiveness in multi-turn interactions and competitiveness in teaching quality among other baselines.

AgentTutor: Empowering Personalized Learning with Multi-Turn Interactive Teaching in Intelligent Education Systems

Synthetic data generation offers promise for addressing data scarcity and privacy concerns in educational technology, yet practitioners lack empirical guidance for selecting between traditional resampling techniques and modern deep learning approaches. This study presents the first systematic benchmark comparing these paradigms using a 10,000-record student performance dataset. We evaluate three resampling methods (SMOTE, Bootstrap, Random Oversampling) against three deep learning models (Autoencoder, Variational Autoencoder, Copula-GAN) across multiple dimensions: distributional fidelity (Kolmogorov-Smirnov distance, Jensen-Shannon divergence), machine learning utility (Train-on-Synthetic-Test-on-Real scores), and privacy preservation (Distance to Closest Record). Our findings reveal a fundamental trade-off: resampling methods achieve near-perfect utility (TSTR: 0.997) but completely fail privacy protection (DCR: 0.00), while deep learning models provide strong privacy guarantees (DCR: 1.00) at significant utility cost. Variational Autoencoders emerge as the optimal compromise, maintaining 83.3% predictive performance while ensuring complete privacy protection. We provide actionable recommendations: use traditional resampling for internal development where privacy is controlled, and VAEs for external data sharing where privacy is paramount. This work establishes a foundational benchmark and practical decision framework
for synthetic data generation in learning analytics.

Synthetic Data in Education: Empirical Insights from Traditional Resampling and Deep Generative Models

Teachable agents powered by AI offer a promising approach to enhance the engagement and understanding of middle school students, as they often face challenges in grasping mathematical concepts and procedures. However, during student-AI interactions, it is essential to determine when the agent should stop to effectively regulate the cognitive and emotional states of the students, which are factors closely linked to positive participation and productive tutoring strategies. This raises a key question: who should decide when the teachable agent stops or continues? Empirical evidence highlights the advantages of using LLM-as-a-judge and knowledge-graph–based decision-making, as well as the potential benefits of fixed-turn conversations. Drawing on 64,060 messages from 7,991 conversations across four randomly assigned stopping mechanisms - 8-turns, 16-turns, standalone LLM-as-a-judge, and agent decisions with knowledge graphs (KGs), our experimental results highlight that (a) agent decisions informed by KGs were most effective at detecting when conversations should continue, sustaining learner engagement with the teachable agent; (b) off-topic utterances occurred more frequently under fixed-turn conditions; and (c) tutoring strategies such as questioning for help or evaluation and elaborating with justification were most prevalent when agents used KGs for decision-making. Practical implications for designing effective agent-student interactions are discussed.

When to Stop? An Experimental Study on AI Teachable Agent Stopping Mechanisms and Their Learning Affordances in Mathematics

Learning-by-teaching has been shown to foster both conceptual understanding and procedural fluency in mathematics. With recent advancements in large language models (LLMs), students can now assume the roles of tutors, and AI-powered teachable agents can serve as tutees. This study examines individual learning differences in middle school mathematics when interacting with an AI teachable agent, focusing on how students’ individual characteristics and their effective use of tutoring strategies shape learning outcomes, bridging a gap in the literature. Data from 192 students were analyzed using linear mixed models and lag sequential analysis (LSA). Results suggest that baseline mathematics achievement and English Language Arts (ELA) literacy significantly predicted performance, while the effects of tutoring strategies varied with respect to gender and socioeconomic status on a high-stakes math assessment. LSA further revealed (a) more frequent self-reflection transitions and sending off-topic messages among male learners, and (b) associations between socioeconomic status and learners’ regulation and adaptation of tutoring strategies during agent-mediated interactions. Implications for adaptive AI tutoring design and future research directions are discussed.

Does AI-Powered Teachable Agent Benefit Students Evenly? A Look at the Relationship between Individual Characteristics and State Mathematical Exam Results

Large Language Models (LLMs) like LLaMA, Mistral, and Gemma are increasingly used in decision-critical domains such as healthcare, law, and finance, yet their reliability re- mains uncertain. They often make overconfident errors, de- grade under input shifts, and lack clear uncertainty estimates. Existing evaluations are fragmented, addressing only isolated aspects. We introduce the Composite Reliability Score (CRS), a uni- fied framework that integrates calibration, robustness, and uncertainty quantification into a single interpretable met- ric. Through experiments on ten leading open-source LLMs across five QA datasets, we assess performance under base- lines, perturbations, and calibration methods. CRS delivers stable model rankings, uncovers hidden failure modes missed by single metrics, and highlights that the most dependable systems balance accuracy, robustness, and calibrated uncertainty

Beyond Hallucinations: A Composite Score for Measuring Reliability in Open-Source Large Language Models

Large Language Models (LLMs) are increasingly deployed in real-world applications where users engage in extended, mixed-topic conversations that depend on prior context. Yet, their reliability under realistic multi-turn interactions remains poorly understood. We conduct a systematic evaluation of conversational reliability through three representative tasks that reflect practical interaction challenges: (1) maintaining global constraints across topic shifts, (2) selecting the correct tool or agent amid interleaved intents, and (3) tracking structured entities under revisions and distractions. Each task pairs single-turn and multi-turn settings, allowing us to quantify reliability degradation under extended dialogue. Across both commercial and open-source models, we observe substantial declines in reliability, particularly for smaller models. Error analyses reveal recurring failure modes such as instruction drift, intent confusion, and contextual overwriting, which compromise dependable behavior in operational systems. Our findings highlight the need for stress-testing LLMs for conversational reliability and developing more robust evaluation methods for trustworthy deployment.

Quantifying Conversational Reliability of Large Language Models under Multi-Turn Interaction

In the context of Visual Question Answering (VQA) and Agentic AI, calibration refers to how closely an AI system's confidence in its answers reflects their actual correctness. While modern VQA systems, powered by advanced vision-language models (VLMs), are increasingly used in high-stakes domains like medical diagnostics and autonomous navigation due to their improved accuracy, the reliability of their confidence estimates remains under-examined. Particularly, these systems often produce overconfident responses. To address this, we introduce AlignVQA, a debate-based multi-agent framework, in which diverse specialized VLM -- each following distinct prompting strategies -- generate candidate answers and then engage in two-stage interaction: generalist agents critique, refine and aggregate these proposals. Furthermore, we introduce a novel differentiable calibration-aware loss function called AlignCal designed to fine-tune the specialized agents by minimizing an upper bound on the calibration error. This objective explicitly improves the fidelity of each agent’s confidence estimates. Empirical results across multiple benchmark VQA datasets substantiate the efficacy of our approach, demonstrating substantial reductions in calibration discrepancies.

AlignVQA: Debate-Driven Multi-Agent Calibration for Vision Language Models

Foundation models deployed in dynamic domains like robotics and autonomous systems suffer from critical reliability failures, including temporal inconsistencies and vulnerability to sensor noise, stemming from their training on static, disconnected images. To bridge this reliability gap, we propose a lightweight, reliability-aware training paradigm that distills temporal knowledge from video into a standard single-image encoder. By training a predictor to estimate the feature representation of a future frame, our method implicitly forces the backbone model to learn real-world dynamics, enhancing robustness to transient visual artifacts and promoting temporally stable representations. This self-supervised objective instills geometric and physical priors without relying on brittle external modules like optical flow estimators. Remarkably, when pre-trained on only a single, 2-hour uncurated video, our method achieves state-of-the-art among DINO-style approaches on downstream tasks like detection and segmentation, which we use as quantifiable proxies for robust scene understanding. Our work presents a practical and efficient approach for improving the trustworthiness and dependable performance of vision encoders for safe deployment in operational settings.

Next-Frame Prediction as a Reliability-Aware Training Paradigm for Robust Vision Encoders

Large Language Models are increasingly deployed as judges (LaaJ) in code generation pipelines. While attractive for scalability, LaaJs tend to overlook domain-specific issues raising concerns about their reliability in critical evaluation tasks. To better understand these limitations in practice, we examine LaaJ behavior in a concrete industrial use case: legacy code modernization via COBOL code generation. In this setting, we find that even production-deployed LaaJs can miss domain-critical errors, revealing consistent blind spots in their evaluation capabilities. To better understand these blind spots, we analyze generated COBOL programs and associated LaaJs judgments, drawing on expert knowledge to construct a preliminary taxonomy. Based on this taxonomy, we develop a lightweight analytic checker tool that flags over 30 domain-specific issues observed in practice. We use its outputs as {\it analytic hints}, dynamically injecting them into the judge’s prompt to encourage LaaJ to revisit aspects it may have overlooked. Experiments on a test set of 100 programs using four production-level LaaJs show that LaaJ alone detects only about 45% of the errors present in the code (in all judges we tested), while the analytic checker alone lacks explanatory depth. When combined, the LaaJ+Hints configuration achieves up to 94% coverage (for the best-performing judge and injection prompt) and produces qualitatively richer, more accurate explanations, demonstrating that analytic–LLM hybrids can substantially enhance evaluation reliability in deployed pipelines.

Next from AAAI 2026

Reconstruction Attention Positional Encoding for Knowledge Tracing: Integrating Cognitive Forgetting into Transformer-Based Models

Similar lecture

LLMEmb: Large Language Model Can Be a Good Embedding Generator for Sequential Recommendation