arXiv subjects

Naiming Liu

Publications and source records attributed to Naiming Liu.

At least 19 recordsLinked to original sources

arXiv2026

OVIBench: Benchmarking Online Video Question Answering under Interruption

Recent vision language models (VLMs) have achieved strong progress in video understanding. However, most existing video QA research and benchmarks still follow an offline, single-round paradigm, overlooking realistic interactions where users may interrupt the model during answer generation. To address this gap, we formulate the task of Online Video Question Answering under Interruption and introduce OVIBench, the first standardized benchmark for evaluating VLMs in this setting. OVIBench categorizes interruptions into three types: Cancellation, False Trigger, Correction and supports both open-ended and multiple-choice evaluations. To enable large-scale and reproducible testing, we develop an offline simulation protocol that reproduces interruption during generation under a unified temporal setup, together with a multi-dimensional metric suite for assessing interruption understanding and response generation. Experiments demonstrate that OVIBench effectively distinguishes models' interruption-handling abilities, especially in following correction requests. Finally, we construct a train set OVI-Train for interruption-aware fine-tuning. Models fine-tuned on this dataset achieve significant gains on OVIBench, validating the effectiveness of our benchmark and data design. OVIBench, OVI-Train, and the evaluation code will be released.

cs.CV↗

arXiv2026

See More, Think Deeper: Query-Expanded Visual Evidence and Answer-Clue Guided Reflection for Long Video Understanding

Recent advances in Video Large Language Models (Video-LLMs) have enabled performance on long-video understanding tasks. However, existing methods still face two key limitations: evidence acquisition often relies on a single search intent, and answer generation lacks an effective visual feedback mechanism. To address these limitations, we propose \textbf{CoVER}, a Comprehensive Visual Evidence and Reflection framework for long-video understanding. CoVER enables Video-LLMs to \textbf{See More} by dynamically gathering query-expanded visual evidence, and \textbf{Think Deeper} by verifying draft answers with effective answer-specific visual feedback. Together, these mechanisms shift long-video understanding from answer-centric generation to evidence-centric and visually verifiable reasoning. Experimental results show that CoVER-7B substantially outperforms models with the same parameter scale and even surpasses state-of-the-art closed-source models on certain metrics.

cs.CV↗

arXiv2026

MedHorizon: Towards Long-context Medical Video Understanding in the Wild

Medical multimodal large language models (MLLMs) have advanced image understanding and short-video analysis, but real clinical review often requires full-procedure video understanding. Unlike general long videos, medical procedures contain highly redundant anatomical views, while decisive evidence is temporally sparse, spatially subtle, and context dependent. Existing benchmarks often assume this evidence has already been localized through images, short clips, or pre-segmented videos, leaving the retrieval-before-reasoning problem under-tested. We introduce MedHorizon, an in-the-wild benchmark for long-context medical video understanding. MedHorizon preserves 759 hours of full-length clinical procedures and provides 1,253 evidence-grounded multiple-choice questionsthat jointly evaluate sparse evidence understanding and multi-hop clinical reasoning. Its evidence is extremely sparse, with only 0.166% evidence frames on average, requiring models to search noisy procedural streams before interpreting and aggregating findings. We evaluate representative general-domain, medical-domain, and long-video MLLMs. The best model reaches only 41.1% accuracy, showing that current systems remain far from robust full-procedure understanding. Further analysis yields four key findings: performance does not scale reliably with more frames, evidence retrieval and clinical interpretation remain primary bottlenecks; these bottlenecks are rooted in weak procedural reasoning and attention drift under redundancy, and generic sampling methods only partially balances local detail with global coverage. MedHorizon provides a rigorous testbed for MLLMs that retrieve sparse evidence and reason over complete clinical workflows.

cs.CV↗

arXiv2026

See Further, Think Deeper: Advancing VLM's Reasoning Ability with Low-level Visual Cues and Reflection

Recent advances in Vision-Language Models (VLMs) have benefited from Reinforcement Learning (RL) for enhanced reasoning. However, existing methods still face critical limitations, including the lack of low-level visual information and effective visual feedback. To address these problems, this paper proposes a unified multimodal interleaved reasoning framework \textbf{ForeSight}, which enables VLMs to \textbf{See Further} with low-level visual cues and \textbf{Think Deeper} with effective visual feedback. First, it introduces a set of low-level visual tools to integrate essential visual information into the reasoning chain, mitigating the neglect of fine-grained visual features. Second, a mask-based visual feedback mechanism is elaborated to incorporate visual reflection into the thinking process, enabling the model to dynamically re-examine and update its answers. Driven by RL, ForeSight learns to autonomously decide on tool invocation and answer verification, with the final answer accuracy as the reward signal. To evaluate the performance of the proposed framework, we construct a new dataset, Character and Grounding SalBench (CG-SalBench), based on the SalBench dataset. Experimental results demonstrate that the ForeSight-7B model significantly outperforms other models with the same parameter scale, and even surpasses the current SOTA closed-source models on certain metrics.

cs.CV↗

arXiv2026

Misconception Acquisition Dynamics in Large Language Models

Effective educational AI depends on modeling student misconceptions. Such models enable realistic learner simulation and diagnostic, adaptive tutoring. However, instruction-tuning large language models on student responses containing misconception errors can degrade reasoning abilities, creating a tension between faithful misconception modeling and preserving correct reasoning in other contexts. To support both learner simulation and tutoring, we study two misconception-aware models: the Novice Student Misconception Model, trained to acquire a single misconception for simulating an individual student, and the Expert Tutor Misconception Model, trained on multiple misconceptions to capture the error patterns a tutor encounters across students. To study the misconception acquisition dynamics of both models, we develop MalAlgoLib, a library that generates algebra problems with correct solution traces and misconception-specific erroneous traces. Our experiments across three LLMs reveal that the student and the tutor model exhibit fundamentally different misconception acquisition dynamics. For the student model, a single misconception is not learned as a context-specific behavior. Models overapply it across problems, degrading correct-solving accuracy unless training includes correct examples to enforce boundaries. In contrast, the tutor model can learn multiple misconceptions jointly without sacrificing correct-solving accuracy. Critically, intermediate reasoning steps are the bottleneck. With final-answer supervision alone, models cannot learn where error enters the solution, so neither the student model nor the tutor model acquires misconceptions regardless of data size. Together, these results, enabled by MalAlgoLib, provide an interpretable account of misconception acquisition under instruction tuning and guidance for training misconception-aware LLMs while preserving correct reasoning.

cs.CY↗

arXiv2026

Circuit Complexity of Hierarchical Knowledge Tracing and Implications for Log-Precision Transformers

Knowledge tracing models mastery over interconnected concepts, often organized by prerequisites. We analyze hierarchical prerequisite propagation through a circuit-complexity lens to clarify what is provable about transformer-style computation on deep concept hierarchies. Using recent results that log-precision transformers lie in logspace-uniform $\mathsf{TC}^0$, we formalize prerequisite-tree tasks including recursive-majority mastery propagation. Unconditionally, recursive-majority propagation lies in $\mathsf{NC}^1$ via $O(\log n)$-depth bounded-fanin circuits, while separating it from uniform $\mathsf{TC}^0$ would require major progress on open lower bounds. Under a monotonicity restriction, we obtain an unconditional barrier: alternating ALL/ANY prerequisite trees yield a strict depth hierarchy for \emph{monotone} threshold circuits. Empirically, transformer encoders trained on recursive-majority trees converge to permutation-invariant shortcuts; explicit structure alone does not prevent this, but auxiliary supervision on intermediate subtrees elicits structure-dependent computation and achieves near-perfect accuracy at depths 3--4. These findings motivate structure-aware objectives and iterative mechanisms for prerequisite-sensitive knowledge tracing on deep hierarchies.

cs.LG↗

arXiv2026

Scalable Generation and Validation of Isomorphic Physics Problems with GenAI

Traditional synchronous STEM assessments face growing challenges including accessibility barriers, security concerns from resource-sharing platforms, and limited comparability across institutions. We present a framework for generating and evaluating large-scale isomorphic physics problem banks using Generative AI to enable asynchronous, multi-attempt assessments. Isomorphic problems test identical concepts through varied surface features and contexts, providing richer variation than conventional parameterized questions while maintaining consistent difficulty. Our generation framework employs prompt chaining and tool use to achieve precise control over structural variations (numeric values, spatial relations) alongside diverse contextual variations. For pre-deployment validation, we evaluate generated items using 17 open-source language models (LMs) (0.6B-32B) and compare against actual student performance (N>200) across three midterm exams. Results show that 73% of deployed banks achieve statistically homogeneous difficulty, and LMs pattern correlate strongly with student performance (Pearson's $\rho$ up to 0.594). Additionally, LMs successfully identify problematic variants, such as ambiguous problem texts. Model scale also proves critical for effective validation, where extremely small (<4B) and large (>14B) models exhibit floor and ceiling effects respectively, making mid-sized models optimal for detecting difficulty outliers.

cs.CY↗

arXiv2026

MetaCLASS: Metacognitive Coaching for Learning with Adaptive Self-regulation Support

Large language models can generate fluent explanations, but effective tutoring requires supporting the learner's thought process, not just delivering content. Metacognitive tutoring targets this gap by prompting planning, monitoring, debugging, and evaluation, and crucially, deciding when to be active versus minimally present, based on learner signals and trajectory. We introduce MetaCLASS, a learning-science grounded framework that formulates metacognitive tutoring as move selection over 11 interpretable actions aligned to self-regulated learning processes. MetaCLASS uses a two-phase framework that first plans a pedagogical trajectory conditioned on learner profiles (calibration, help-seeking) and then generates natural dialogue consistent with that plan. This yields a dataset of 1,015 conversations (7,711 turns) annotated with turn-level metacognitive labels, and validated for pedagogical contingency and trajectory adherence. We benchmark nine LLMs on predicting the next coach move given the problem and dialogue context. The best model achieves only 43.2\% accuracy, and models exhibit compulsive intervention bias: in turns where effective metacognitive tutoring requires silent (41.7\% of cases), models predict `no intervention' only 4.2\% of the time, while severely over-predicting high-intervention moves. These results show that traditional content-based tutoring ability does not translate to metacognitive tutoring competence, positioning MetaCLASS as a testbed for developing intelligent tutors that promote self-regulated learning.

cs.CY↗

arXiv2026

MalruleLib: Large-Scale Executable Misconception Reasoning with Step Traces for Modeling Student Thinking in Mathematics

Student mistakes in mathematics are often systematic: a learner applies a coherent but wrong procedure and repeats it across contexts. We introduce MalruleLib, a learning-science-grounded framework that translates documented misconceptions into executable procedures, drawing on 67 learning-science and mathematics education sources, and generates step-by-step traces of malrule-consistent student work. We formalize a core student-modeling problem as Malrule Reasoning Accuracy (MRA): infer a misconception from one worked mistake and predict the student's next answer under cross-template rephrasing. Across nine language models (4B-120B), accuracy drops from 66% on direct problem solving to 40% on cross-template misconception prediction. MalruleLib encodes 101 malrules over 498 parameterized problem templates and produces paired dual-path traces for both correct reasoning and malrule-consistent student reasoning. Because malrules are executable and templates are parameterizable, MalruleLib can generate over one million instances, enabling scalable supervision and controlled evaluation. Using MalruleLib, we observe cross-template degradations of 10-21%, while providing student step traces improves prediction by 3-15%. We release MalruleLib as infrastructure for educational AI that models student procedures across contexts, enabling diagnosis and feedback that targets the underlying misconception.

cs.CL↗

arXiv2025

Learning Context: A Unified Framework and Roadmap for Context-Aware AI in Education

We introduce a unified Learning Context (LC) framework designed to transition AI-based education from context-blind mimicry to a principled, holistic understanding of the learner. This white paper provides a multidisciplinary roadmap for making teaching and learning systems context-aware by encoding cognitive, affective, and sociocultural factors over the short, medium, and long term. To realize this vision, we outline concrete steps to operationalize LC theory into an interoperable computational data structure. By leveraging the Model Context Protocol (MCP), we will enable a wide range of AI tools to "warm-start" with durable context and achieve continual, long-term personalization. Finally, we detail our particular LC implementation strategy through the OpenStax digital learning platform ecosystem and SafeInsights R&D infrastructure. Using OpenStax's national reach, we are embedding the LC into authentic educational settings to support millions of learners. All research and pedagogical interventions are conducted within SafeInsights' privacy-preserving data enclaves, ensuring a privacy-first implementation that maintains high ethical standards while reducing equity gaps nationwide.

cs.CY↗

arXiv2025

CLEAR-3K: Assessing Causal Explanatory Capabilities in Language Models

We introduce CLEAR-3K, a dataset of 3,000 assertion-reasoning questions designed to evaluate whether language models can determine if one statement causally explains another. Each question present an assertion-reason pair and challenge language models to distinguish between semantic relatedness and genuine causal explanatory relationships. Through comprehensive evaluation of 21 state-of-the-art language models (ranging from 0.5B to 72B parameters), we identify two fundamental findings. First, language models frequently confuse semantic similarity with causality, relying on lexical and semantic overlap instead of inferring actual causal explanatory relationships. Second, as parameter size increases, models tend to shift from being overly skeptical about causal relationships to being excessively permissive in accepting them. Despite this shift, performance measured by the Matthews Correlation Coefficient plateaus at just 0.55, even for the best-performing models.Hence, CLEAR-3K provides a crucial benchmark for developing and evaluating genuine causal reasoning in language models, which is an essential capability for applications that require accurate assessment of causal relationships.

cs.CL↗

arXiv2025

Training LLM-based Tutors to Improve Student Learning Outcomes in Dialogues

Generative artificial intelligence (AI) has the potential to scale up personalized tutoring through large language models (LLMs). Recent AI tutors are adapted for the tutoring task by training or prompting LLMs to follow effective pedagogical principles, though they are not trained to maximize student learning throughout the course of a dialogue. Therefore, they may engage with students in a suboptimal way. We address this limitation by introducing an approach to train LLMs to generate tutor utterances that maximize the likelihood of student correctness, while still encouraging the model to follow good pedagogical practice. Specifically, we generate a set of candidate tutor utterances and score them using (1) an LLM-based student model to predict the chance of correct student responses and (2) a pedagogical rubric evaluated by GPT-4o. We then use the resulting data to train an open-source LLM, Llama 3.1 8B, using direct preference optimization. We show that tutor utterances generated by our model lead to significantly higher chances of correct student responses while maintaining the pedagogical quality of GPT-4o. We also conduct qualitative analyses and a human evaluation to demonstrate that our model generates high quality tutor utterances.

cs.CL↗

arXiv2025

The Imitation Game for Educational AI

As artificial intelligence systems become increasingly prevalent in education, a fundamental challenge emerges: how can we verify if an AI truly understands how students think and reason? Traditional evaluation methods like measuring learning gains require lengthy studies confounded by numerous variables. We present a novel evaluation framework based on a two-phase Turing-like test. In Phase 1, students provide open-ended responses to questions, revealing natural misconceptions. In Phase 2, both AI and human experts, conditioned on each student's specific mistakes, generate distractors for new related questions. By analyzing whether students select AI-generated distractors at rates similar to human expert-generated ones, we can validate if the AI models student cognition. We prove this evaluation must be conditioned on individual responses - unconditioned approaches merely target common misconceptions. Through rigorous statistical sampling theory, we establish precise requirements for high-confidence validation. Our research positions conditioned distractor generation as a probe into an AI system's fundamental ability to model student thinking - a capability that enables adapting tutoring, feedback, and assessments to each student's specific needs.

cs.AI↗

arXiv2025

Do LLMs Make Mistakes Like Students? Exploring Natural Alignment between Language Models and Human Error Patterns

Large Language Models (LLMs) have demonstrated remarkable capabilities in various educational tasks, yet their alignment with human learning patterns, particularly in predicting which incorrect options students are most likely to select in multiple-choice questions (MCQs), remains underexplored. Our work investigates the relationship between LLM generation likelihood and student response distributions in MCQs with a specific focus on distractor selections. We collect a comprehensive dataset of MCQs with real-world student response distributions to explore two fundamental research questions: (1). RQ1 - Do the distractors that students more frequently select correspond to those that LLMs assign higher generation likelihood to? (2). RQ2 - When an LLM selects a incorrect choice, does it choose the same distractor that most students pick? Our experiments reveals moderate correlations between LLM-assigned probabilities and student selection patterns for distractors in MCQs. Additionally, when LLMs make mistakes, they are more likley to select the same incorrect answers that commonly mislead students, which is a pattern consistent across both small and large language models. Our work provides empirical evidence that despite LLMs' strong performance on generating educational content, there remains a gap between LLM's underlying reasoning process and human cognitive processes in identifying confusing distractors. Our findings also have significant implications for educational assessment development. The smaller language models could be efficiently utilized for automated distractor generation as they demonstrate similar patterns in identifying confusing answer choices as larger language models. This observed alignment between LLMs and student misconception patterns opens new opportunities for generating high-quality distractors that complement traditional human-designed distractors.

cs.CL↗

arXiv2024

Atomic Learning Objectives Labeling: A High-Resolution Approach for Physics Education

This paper introduces a novel approach to create a high-resolution "map" for physics learning: an "atomic" learning objectives (LOs) system designed to capture detailed cognitive processes and concepts required for problem solving in a college-level introductory physics course. Our method leverages Large Language Models (LLMs) for automated labeling of physics questions and introduces a comprehensive set of metrics to evaluate the quality of the labeling outcomes. The atomic LO system, covering nine chapters of an introductory physics course, uses a "subject-verb-object'' structure to represent specific cognitive processes. We apply this system to 131 questions from expert-curated question banks and the OpenStax University Physics textbook. Each question is labeled with 1-8 atomic LOs across three chapters. Through extensive experiments using various prompting strategies and LLMs, we compare automated LOs labeling results against human expert labeling. Our analysis reveals both the strengths and limitations of LLMs, providing insight into LLMs reasoning processes for labeling LOs and identifying areas for improvement in LOs system design. Our work contributes to the field of learning analytics by proposing a more granular approach to mapping learning objectives with questions. Our findings have significant implications for the development of intelligent tutoring systems and personalized learning pathways in STEM education, paving the way for more effective "learning GPS'' systems.

cs.CY↗

arXiv2024

LLM-based Cognitive Models of Students with Misconceptions

Accurately modeling student cognition is crucial for developing effective AI-driven educational technologies. A key challenge is creating realistic student models that satisfy two essential properties: (1) accurately replicating specific misconceptions, and (2) correctly solving problems where these misconceptions are not applicable. This dual requirement reflects the complex nature of student understanding, where misconceptions coexist with correct knowledge. This paper investigates whether Large Language Models (LLMs) can be instruction-tuned to meet this dual requirement and effectively simulate student thinking in algebra. We introduce MalAlgoPy, a novel Python library that generates datasets reflecting authentic student solution patterns through a graph-based representation of algebraic problem-solving. Utilizing MalAlgoPy, we define and examine Cognitive Student Models (CSMs) - LLMs instruction tuned to faithfully emulate realistic student behavior. Our findings reveal that LLMs trained on misconception examples can efficiently learn to replicate errors. However, the training diminishes the model's ability to solve problems correctly, particularly for problem types where the misconceptions are not applicable, thus failing to satisfy second property of CSMs. We demonstrate that by carefully calibrating the ratio of correct to misconception examples in the training data - sometimes as low as 0.25 - it is possible to develop CSMs that satisfy both properties. Our insights enhance our understanding of AI-based student models and pave the way for effective adaptive learning systems.

cs.HC↗

arXiv2024

MalAlgoQA: Pedagogical Evaluation of Counterfactual Reasoning in Large Language Models and Implications for AI in Education

This paper introduces MalAlgoQA, a novel dataset designed to evaluate the counterfactual reasoning capabilities of Large Language Models (LLMs) through a pedagogical approach. The dataset comprises mathematics and reading comprehension questions, each accompanied by four answer choices and their corresponding rationales. At the heart of MalAlgoQA are ``malgorithms'' - rationales behind incorrect answer choices that represent flawed yet logically coherent reasoning paths. These malgorithms serve as counterfactual scenarios, allowing us to assess an LLM's ability to identify and analyze flawed reasoning patterns. We propose the Malgorithm Identification task, where LLMs are assessed based on their ability to identify corresponding malgorithm given an incorrect answer choice. To evaluate the model performance, we introduce two metrics: Algorithm Identification Accuracy (AIA) for correct answer rationale identification, and Malgorithm Identification Accuracy (MIA) for incorrect answer rationale identification. Our experiments reveal that state-of-the-art LLMs exhibit significant performance drops in MIA compared to AIA, highlighting the challenges in counterfactual reasoning. Surprisingly, we find that the chain-of-thought prompting technique not only fails to consistently enhance MIA but can sometimes lead to underperformance compared to simple prompting. These findings have important implications for developing LLMs with improved counterfactual reasoning, particularly relevant for AI-powered tutoring systems, where identifying and addressing student misconceptions is essential. MalAlgoQA dataset is available \href{https://github.com/luffycodes/MalAlgoQA-Dataset}{here}.

cs.CL↗

arXiv2024

Synthetic Context Generation for Question Generation

Despite rapid advancements in large language models (LLMs), QG remains a challenging problem due to its complicated process, open-ended nature, and the diverse settings in which question generation occurs. A common approach to address these challenges involves fine-tuning smaller, custom models using datasets containing background context, question, and answer. However, obtaining suitable domain-specific datasets with appropriate context is often more difficult than acquiring question-answer pairs. In this paper, we investigate training QG models using synthetic contexts generated by LLMs from readily available question-answer pairs. We conduct a comprehensive study to answer critical research questions related to the performance of models trained on synthetic contexts and their potential impact on QG research and applications. Our empirical results reveal: 1) contexts are essential for QG tasks, even if they are synthetic; 2) fine-tuning smaller language models has the capability of achieving better performances as compared to prompting larger language models; and 3) synthetic context and real context could achieve comparable performances. These findings highlight the effectiveness of synthetic contexts in QG and paves the way for future advancements in the field.

cs.CL↗