Dynamic Cognition Graph for Adaptive Learning: Integrating Reasoning Evidence and Reinforcement Learning

Accurate modeling of learners’ evolving cognitive states is essential for intelligent educational systems, yet many existing knowledge tracing and graph-based approaches rely on static structures or purely sequential representations that inadequately capture dynamic structural changes in learning processes. This study proposes a Learner Cognitive Graph (LCG) framework that integrates dynamic heterogeneous graph modeling, structured behavioral data acquisition, and reinforcement learning-based intervention optimization. A Dynamic Cognition Graph (DCG) is formally defined as a sequence of temporally evolving graph snapshots representing interactions among learners, knowledge concepts, and exercises. A reverse Turing test-based agent with structured prompting is introduced to collect reasoning-oriented behavioral evidence, improving data reliability for cognitive modeling. Temporal message passing, multi-scale memory updating, and self-supervised learning objectives are employed to construct dynamic cognitive representations. Personalized intervention is formulated as a Markov decision process to optimize long-term learning outcomes. Experiments conducted on real-world and simulated educational datasets demonstrate improved knowledge mastery prediction accuracy, cognitive state transition modeling, and intervention efficiency compared with representative baselines. The proposed framework provides a systematic and scalable approach for dynamic cognitive modeling and adaptive educational support.