Ruijia Li
Publications
Edu-MMBias: A Three-Tier Multimodal Benchmark for Auditing Social Bias in Vision-Language Models under Educational Contexts
As Vision-Language Models (VLMs) become integral to educational decision-making, ensuring their fairness is paramount. However, current text-centric evaluations neglect the visual modality, leaving an unregulated channel for latent social biases. To bridge this gap, we present Edu-MMBias, a systematic auditing framework grounded in the tri-component model of attitudes from social psychology. This framework diagnoses bias across three hierarchical dimensions: cognitive, affective, and behavioral. Utilizing a specialized generative pipeline that incorporates a self-correct mechanism and human-in-the-loop verification, we synthesize contamination-resistant student profiles to conduct a holistic stress test on state-of-the-art VLMs. Our extensive audit reveals critical, counter-intuitive patterns: models exhibit a compensatory class bias favoring lower-status narratives while simultaneously harboring deep-seated health and racial stereotypes. Crucially, we find that visual inputs act as a safety backdoor, triggering a resurgence of biases that bypass text-based alignment safeguards and revealing a systematic misalignment between latent cognition and final decision-making. The contributions of this paper are available at: https://anonymous.4open.science/r/EduMMBias-63B2.
Edu-MMBias: A Three-Tier Multimodal Benchmark for Auditing Social Bias in Vision-Language Models under Educational Contexts
As Vision-Language Models (VLMs) become integral to educational decision-making, ensuring their fairness is paramount. However, current text-centric evaluations neglect the visual modality, leaving an unregulated channel for latent social biases. To bridge this gap, we present Edu-MMBias, a systematic auditing framework grounded in the tri-component model of attitudes from social psychology. This framework diagnoses bias across three hierarchical dimensions: cognitive, affective, and behavioral. Utilizing a specialized generative pipeline that incorporates a self-correct mechanism and human-in-the-loop verification, we synthesize contamination-resistant student profiles to conduct a holistic stress test on state-of-the-art VLMs. Our extensive audit reveals critical, counter-intuitive patterns: models exhibit a compensatory class bias favoring lower-status narratives while simultaneously harboring deep-seated health and racial stereotypes. Crucially, we find that visual inputs act as a safety backdoor, triggering a resurgence of biases that bypass text-based alignment safeguards and revealing a systematic misalignment between latent cognition and final decision-making. The contributions of this paper are available at: https://anonymous.4open.science/r/EduMMBias-63B2.
SLOW: Strategic Logical-inference Open Workspace for Cognitive Adaptation in AI Tutoring
While Large Language Models (LLMs) have demonstrated remarkable fluency in educational dialogues, most generative tutors primarily operate through intuitive, single-pass generation. This reliance on fast thinking precludes a dedicated reasoning workspace, forcing multiple diagnostic and strategic signals to be processed in a conflated manner. As a result, learner cognitive diagnosis, affective perception, and pedagogical decision-making become tightly entangled, which limits the tutoring system's capacity for deliberate instructional adaptation. We propose SLOW, a theory-informed tutoring framework that supports deliberate learner-state reasoning within a transparent decision workspace. Inspired by dual-process accounts of human tutoring, SLOW explicitly separates learner-state inference from instructional action selection. The framework integrates causal evidence parsing from learner language, fuzzy cognitive diagnosis with counterfactual stability analysis, and prospective affective reasoning to anticipate how instructional choices may influence learners' emotional trajectories. These signals are jointly considered to guide pedagogically and affectively aligned tutoring strategies. Evaluation using hybrid human-AI judgments demonstrates significant improvements in personalization, emotional sensitivity, and clarity. Ablation studies further confirm the necessity of each module, showcasing how SLOW enables interpretable and reliable intelligent tutoring through a visualized decision-making process. This work advances the interpretability and educational validity of LLM-based adaptive instruction.