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Zhenlong Dai

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4 papers

1 author row

AAAI Conference 2026 Conference Paper

Learner-Tailored Program Repair: A Solution Generator with Iterative Edit-Driven Retrieval Enhancement

Zhenlong Dai
Zhuoluo Zhao
Hengning Wang
Xiu Tang
Sai Wu
Chang Yao
Zhipeng Gao
Jingyuan Chen

With the development of large language models (LLMs) in the field of programming, intelligent programming coaching systems have gained widespread attention. However, most research focuses on repairing the buggy code of programming learners without providing the underlying causes of the bugs. To address this gap, we introduce a novel task, namely LPR (Learner-Tailored Program Repair). We then propose a novel and effective framework, LSGen (Learner-Tailored Solution Generator), to enhance program repair while offering the bug descriptions for the buggy code. In the first stage, we utilize a repair solution retrieval framework to construct a solution retrieval database and then employ an edit-driven code retrieval approach to retrieve valuable solutions, guiding LLMs in identifying and fixing the bugs in buggy code. In the second stage, we propose a solution-guided program repair method, which fixes the code and provides explanations under the guidance of retrieval solutions. Moreover, we propose an Iterative Retrieval Enhancement method that utilizes evaluation results of the generated code to iteratively optimize the retrieval direction and explore more suitable repair strategies, improving performance in practical programming coaching scenarios. The experimental results show that our approach outperforms a set of baselines by a large margin, validating the effectiveness of our framework for the newly proposed LPR task.

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AAAI Conference 2026 Conference Paper

Learning from Long-Term Engagement: Adaptive Tutoring Dialogue Planning for Personalized Education

Zhiang Dong
Zhenlong Dai
Xiangwei Lv
Jingyuan Chen

With the advancements of large language models (LLMs), intelligent tutoring systems have witnessed significant progress. The extensive knowledge and reasoning capabilities of LLMs enable intelligent tutoring systems to generate more helpful tutoring dialogues with scaffolding instructions. However, these systems fail to provide scaffolds that align with the personalized needs of students due to the lack of attention to the long-term learning process of students. Meanwhile, the pursuit of more suitable scaffolds through complex reasoning may result in additional computational overhead. To address these issues, we propose LEAP, a Long-term Educational Adaptive Planning system that can model students' long-term learning process. Specifically, LEAP plans for scaffolds through collaboration of direct planning and thoughtful reasoning to improve efficiency and captures students' long-term learning progress through cognitive state extraction. Then we propose LEAD, a Long-term Educational Archive Dataset to alleviate the lack of data and validate the effectiveness of LEAP, which is constructed through real-world students' reactions and simulation of the teacher-student interactions. Experiments on several datasets demonstrate the effectiveness of LEAP.

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IJCAI Conference 2025 Conference Paper

Contrastive Cross-Course Knowledge Tracing via Concept Graph Guided Knowledge Transfer

Wenkang Han
Wang Lin
Liya Hu
Zhenlong Dai
Yiyun Zhou
Mengze Li
Zemin Liu
Chang Yao

Knowledge tracing (KT) aims to predict learners' future performance based on historical learning interactions. However, existing KT models predominantly focus on data from a single course, limiting their ability to capture a comprehensive understanding of learners' knowledge states. In this paper, we propose TransKT, a contrastive cross-course knowledge tracing method that leverages concept graph guided knowledge transfer to model the relationships between learning behaviors across different courses, thereby enhancing knowledge state estimation. Specifically, TransKT constructs a cross-course concept graph by leveraging zero-shot Large Language Model (LLM) prompts to establish implicit links between related concepts across different courses. This graph serves as the foundation for knowledge transfer, enabling the model to integrate and enhance the semantic features of learners' interactions across courses. Furthermore, TransKT includes an LLM-to-LM pipeline for incorporating summarized semantic features, which significantly improves the performance of Graph Convolutional Networks (GCNs) used for knowledge transfer. Additionally, TransKT employs a contrastive objective that aligns single-course and cross-course knowledge states, thereby refining the model's ability to provide a more robust and accurate representation of learners' overall knowledge states. Our code and datasets are available at https: //github. com/DQYZHWK/TransKT/.

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AAAI Conference 2025 Conference Paper

Less Is More: Adaptive Program Repair with Bug Localization and Preference Learning

Zhenlong Dai
Bingrui Chen
Zhuoluo Zhao
Xiu Tang
Sai Wu
Chang Yao
Zhipeng Gao
Jingyuan Chen

Automated Program Repair (APR) is a task to automatically generate patches for the buggy code. However, most research focuses on generating correct patches while ignoring the consistency between the fixed code and the original buggy code. How to conduct adaptive bug fixing and generate patches with minimal modifications have seldom been investigated. To bridge this gap, we first introduce a novel task, namely AdaPR (Adaptive Program Repair). We then propose a two-stage approach AdaPatcher (Adaptive Patch Generator) to enhance program repair while maintaining the consistency. In the first stage, we utilize a Bug Locator with self-debug learning to accurately pinpoint bug locations. In the second stage, we train a Program Modifier to ensure consistency between the post-modified fixed code and the pre-modified buggy code. The Program Modifier is enhanced with a location-aware repair learning strategy to generate patches based on identified buggy lines, a hybrid training strategy for selective reference and an adaptive preference learning to prioritize fewer changes. The experimental results show that our approach outperforms a set of baselines by a large margin, validating the effectiveness of our two-stage framework for the newly proposed AdaPR task.

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