Evidence-Grounded Multimodal Knowledge Graph Construction for Multi-Lecture Educational Reasoning

Recorded lecture videos, often enhanced with search and summarization features, are a standard study resource. However, students cannot easily ask course specific questions or verify answers against an instructor's lecture. We report a semester-long deployment of VideoPoints platform with a retrieval-augmented chatbot that answers from course lecture materials and returns timestamped citations. The chatbot retrieves only from the active course, uses chapter summaries to guide transcript ranking, and returns clickable timestamped citations. Students used it for quick lookups and exam review. Across 833 messages, 70.5% included citations, none crossed a course boundary, and when no lecture evidence matched, the chatbot usually declined rather than answering. Among the users, citations were the most consistently useful feature, while practice-question generation was the strongest unmet request. We also evaluated the design on the real-world test split of EduVidQA, a public multimodal benchmark for lecture-video question answering. Our design improved correct-lecture retrieval by 6.3 percentage points over dense-only retrieval. Together, the results show that effective deployment depends on course isolation, supported citations, and alignment with students' study practices.

Multimodal agents for visual question answering increasingly operate as multi-step trajectories that interleave perception, retrieval, and reasoning, yet evaluation still largely reduces to final-answer accuracy. This aggregate signal cannot tell whether a correct answer was reached through grounded evidence, language priors, or accidental error cancellation. We propose to treat a multimodal agent trajectory as a provenance-constrained state machine: tool outputs are normalized into a Structured Evidence Ledger that serves as the trajectory state, downstream reasoning and decision claims may cite only active ledger entries, grounding is checked at the entity and numeric level, and repair is realized as typed state transitions that cannot introduce content without tool-produced provenance. We instantiate this design as LedgerMind (Provenance-Constrained Multimodal Agentic Reasoning with a Structured Evidence Ledger), augmented by a Three-Layer Grounding Protocol, an Adaptive Dual-Path Dispatcher that matches reasoning depth to question complexity, and an Event-Triggered Verification-and-Repair engine with a formal provenance non-amplification guarantee. We use LedgerMind to target four recurring failure patterns that final-answer accuracy tends to obscure: unsupported intermediate reasoning, citation-backed entity hallucination (Phantom Grounding), over-reasoning on simple queries, and repair-time amplification. Experiments across multiple multimodal reasoning benchmarks and backbone MLLMs show that LedgerMind improves both answer accuracy and trajectory-level faithfulness.

Video lectures are valuable educational resources, but their dense and lengthy formats often overwhelm novice learners. This difficulty stems from a fundamental pedagogical mismatch: while videos deliver transient information linearly, human learning requires constructing interconnected cognitive networks, a task that induces severe cognitive overload for novice learners lacking prior domain knowledge. Existing video summarization methods fail to resolve this mismatch, as they primarily produce text-heavy, linear condensations that still demand high cognitive effort. To bridge this gap, we propose KnowVis, a framework that transforms linear video lectures into pedagogically grounded visual narratives. KnowVis first extracts a detailed concept map from multimodal video content to identify important and challenging threshold concepts, then constructs structured knowledge units, and finally synthesizes engaging visual summaries. Alongside the framework, we introduce a curated dataset of 125 educational videos across 10 academic disciplines, paired with 1,079 generated visual summaries. Extensive automated evaluations and a human study demonstrate that, compared to state-of-the-art baselines, KnowVis generates more accurate and clear visuals that successfully reduce cognitive load and significantly improve student learning effectiveness and knowledge retention.