The Imperfect Learner: Incorporating Developmental Trajectories in Memory-based Student Simulation

• URL: http://arxiv.org/abs/2511.05903v1
• Date: Sat, 08 Nov 2025 08:05:43 GMT
• Title: The Imperfect Learner: Incorporating Developmental Trajectories in Memory-based Student Simulation
• Authors: Zhengyuan Liu, Stella Xin Yin, Bryan Chen Zhengyu Tan, Roy Ka-Wei Lee, Guimei Liu, Dion Hoe-Lian Goh, Wenya Wang, Nancy F. Chen,
• Abstract summary: This paper introduces a novel framework for memory-based student simulation.<n>It incorporates developmental trajectories through a hierarchical memory mechanism with structured knowledge representation.<n>In practice, we implement a curriculum-aligned simulator grounded on the Next Generation Science Standards.
• Score: 55.722188569369656
• License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
• Abstract: User simulation is important for developing and evaluating human-centered AI, yet current student simulation in educational applications has significant limitations. Existing approaches focus on single learning experiences and do not account for students' gradual knowledge construction and evolving skill sets. Moreover, large language models are optimized to produce direct and accurate responses, making it challenging to represent the incomplete understanding and developmental constraints that characterize real learners. In this paper, we introduce a novel framework for memory-based student simulation that incorporates developmental trajectories through a hierarchical memory mechanism with structured knowledge representation. The framework also integrates metacognitive processes and personality traits to enrich the individual learner profiling, through dynamical consolidation of both cognitive development and personal learning characteristics. In practice, we implement a curriculum-aligned simulator grounded on the Next Generation Science Standards. Experimental results show that our approach can effectively reflect the gradual nature of knowledge development and the characteristic difficulties students face, providing a more accurate representation of learning processes.

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