arXiv:2609.10055v1 Announce Type: new Abstract: Biomedical ontology normalization maps free-text expressions to standardized concepts, enabling consistent integration and analysis of biomedical data. This task remains challenging because lexical variation and subtle distinctions among hierarchically related concepts can obscure concept boundaries. We present OntologyAligner, a three-stage framework that combines ontology-aligned retrieval, large language model candidate reranking, and selective hierarchy-guided refinement. We also construct PhenoNormBench, a unified benchmark comprising 13,390 samples from seven Human Phenotype Ontology datasets. OntologyAligner achieved state-of-the-art performance on HPO normalization, with 88.78% Macro Top-1 Accuracy and 86.75% Micro Top-1 Accuracy, exceeding the strongest baseline by 4.85 and 5.07 percentage points, respectively. Ablation analyses showed complementary contributions from all three stages, and sensitivity analyses demonstrated stability across candidate-set sizes and model backbones. Applications to MONDO, MEDIC, and NCBITaxon further established portability to other ontologies. OntologyAligner offers a generalizable framework for accurate mapping of biomedical text to structured ontology concepts. PhenoNormBench and the code are publicly available at https://github.com/zhelishisongjie/OntologyAligner.

arXiv:2603.29094v1 Announce Type: cross Abstract: Past research has defined a general process for the data-driven redesign of educational technologies and has shown that in carefully-selected instances, this process can help make systems more effective. In the current work, we test the generality of the approach by applying it to four units of a middle-school mathematics intelligent tutoring system that were selected not based on suitability for redesign, as in previous work, but on topic. We tested whether the redesigned system was more effective than the original in a classroom study with 123 students. Although the learning gains did not differ between the conditions, students who used the Redesigned Tutor had more productive time-on-task, a larger number of skills practiced, and greater total knowledge mastery. The findings highlight the promise of data-driven redesign even when applied to instructional units *not* selected as likely to yield improvement, as evidence of the generality and wide applicability of the method.