华东师范大学学报(自然科学版) ›› 2026, Vol. 2026 ›› Issue (5): 77-94.doi: 10.3969/j.issn.1000-5641.2026.05.007

• 数据智能技术 • 上一篇    下一篇

HGC-FKT: 异构反事实图增强的公平知识追踪模型

于洋1, 王雅婷1, 张天成1,*(), 于明鹤2, 于戈1   

  1. 1. 东北大学 计算机科学与工程学院, 沈阳 110169
    2. 东北大学 软件学院, 沈阳 110169
  • 收稿日期:2026-07-13 接受日期:2026-07-17 出版日期:2026-09-25 发布日期:2026-09-12
  • 通讯作者: 张天成 E-mail:tczhang@mail.neu.edu.cn
  • 作者简介:第一联系人:

    为共同第一作者

  • 基金资助:
    国家自然科学基金 (62137001, 62272093, 62672100, 62672101)

HGC-FKT: Heterogeneous counterfactual graph-enhanced fair knowledge tracing model

Yang YU1, Yating WANG1, Tiancheng ZHANG1,*(), Minghe YU2, Ge YU1   

  1. 1. School of Computer Science and Engineering, Northeastern University, Shenyang 110169, China
    2. School of Software, Northeastern University, Shenyang 110169, China
  • Received:2026-07-13 Accepted:2026-07-17 Online:2026-09-25 Published:2026-09-12
  • Contact: Tiancheng ZHANG E-mail:tczhang@mail.neu.edu.cn

摘要:

为解决现有知识追踪模型存在的群体预测性能差异、数据稀疏性及遗忘规律建模不足3个核心问题, 提出了一种异构反事实图增强的公平知识追踪模型HGC-FKT (Heterogeneous Counterfactual Graph-Enhanced Fair Knowledge Tracing). 为缓解不同学生群体之间的预测性能差异, 本文设计了一种反事实启发的图增强机制. 该机制根据历史学习表现识别弱势学生群体, 并从其未作答问题中筛选高价值候选问题, 构造“若该学生与候选问题发生交互”的假设性学习情境; 进一步利用相似学习者的已观测行为对潜在作答结果进行经验估计, 据此扩充弱势学生的图连接, 并结合群体差异正则化降低不同学生群体之间的预测性能差距. 同时, 构建学生–问题图和问题–知识概念图的双图结构, 融合行为与结构信息, 并融入遗忘特征以优化建模. 在Assist09、Assist12、Junyi数据集上的实验表明, HGC-FKT在预测公平性上优于现有主流方法, 结合图结构建模与遗忘感知注意力机制, 模型提升了建模精度与认知贴合度; 在Assist09数据集上, 模型的AUC (Area Under the ROC Curve) 值达到0.8108.

关键词: 知识追踪, 反事实图增强, 预测公平性, 异构图卷积网络

Abstract:

Knowledge tracing (KT) aims to infer learners’ dynamic knowledge states from historical interactions and predict their future responses. Despite considerable advances, existing KT methods still suffer from three practical limitations: performance disparities across student groups, sparse interaction data, and insufficient modeling of forgetting dynamics. To address these challenges, this paper proposes HGC-FKT, a heterogeneous counterfactual graph-enhanced fair knowledge tracing model. The model introduces a counterfactual-inspired graph augmentation module, which identifies disadvantaged student groups based on their historical learning records and constructs hypothetical interactions with high-value candidate questions. Potential responses to these unobserved interactions are estimated from the observed behaviors of similar learners and served as augmentation signals to enrich the student-question graph. Meanwhile, a group-disparity regularizer further reduces prediction differences between student groups. To alleviate interaction sparsity, HGC-FKT jointly encodes a student-question graph and a question-knowledge concept graph, thereby integrating behavioral and structural information. Furthermore, a forgetting-aware attention module further incorporates actual time intervals and repeated practice into temporal knowledge-state modeling. Extensive experiments on the Assist09, Assist12, and Junyi datasets demonstrate that HGC-FKT consistently improves predictive performance for disadvantaged students while maintaining strong overall accuracy. The model achieves an AUC of 0.8108 on Assist09, demonstrating the effectiveness of integrating graph augmentation, dual-graph representation learning, and forgetting-aware temporal modeling designs.

Key words: knowledge tracing, counterfactual graph augmentation, predictive fairness, heterogeneous graph convolutional network

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