对比两种推荐方式，发现记忆型推荐更懂学生历史。
Memory-Based vs. Context-Only Conditioning Produces Distinct Behavioral Patterns in Stateful Personalization
- 用学生当前问题或长期学习记忆做推荐条件
- 记忆型推荐能区分相同问题的不同学生
- 适合教育系统个性化设计与评估
我们研究了教师端教育推荐系统中，不同条件机制如何影响个性化行为。比较基于当前学生问题的上下文条件推荐与使用持久学习者信息的记忆型条件推荐。通过偏差相关性和成对统计检验发现，上下文推荐在问题层面响应更强，而记忆型推荐表现出依赖历史的行为特征，包括在相同输入下对不同学习者做出差异化响应。教师端评估信号表明这些推荐可解释且可操作。结果表明，基于嵌入的相似性度量能捕捉对当前问题的响应，但无法体现基于学习者历史的个性化，因此需引入行为级诊断来研究条件机制的影响。
原文摘要 · Abstract (English)
We study how conditioning context shapes personalization behavior in a teacher-facing educational recommender system. We compare contextual conditioning based on the current student question with memory-based conditioning using persistent learner information. Using deviation correlation and paired statistical tests, we find that contextual recommendations exhibit stronger question-level responsiveness, while memory-based recommendations exhibit history-dependent behaviors, including learner-specific differentiation under identical input. Teacher-facing evaluation signals suggest these recommendations are interpretable and actionable. These results indicate that embedding-based similarity metrics capture responsiveness to the current question but do not characterize personalization grounded in learner history, motivating behavior-level diagnostics for studying conditioning effects.
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