Understanding the bi-directional relationship between analytical processes and interactive visualization systems

Interactive visualizations leverage the human visual and reasoning systems to increase the scale of information with which we can effectively work, therefore improving our ability to explore and analyze large amounts of data. Interactive visualizations are often designed with target domains in mind, such as analyzing unstructured textual information, which is a main thrust in this dissertation. Since each domain has its own existing procedures of analyzing data, a good start to a well-designed interactive visualization system is to understand the domain experts' workflow and analysis processes. This dissertation recasts the importance of understanding domain users' analysis processes and incorporating such understanding into the design of interactive visualization systems. To meet this aim, I first introduce considerations guiding the gathering of general and domain-specific analysis processes in text analytics. Two interactive visualization systems are designed by following the considerations. The first system is Parallel-Topics, a visual analytics system supporting analysis of large collections of documents by extracting semantically meaningful topics. Based on lessons learned from Parallel-Topics, this dissertation further presents a general visual text analysis framework, I-Si, to present meaningful topical summaries and temporal patterns, with the capability to handle large-scale textual information. Both systems have been evaluated by expert users and deemed successful in addressing domain analysis needs. The second contribution lies in preserving domain users' analysis process while using interactive visualizations. Our research suggests the preservation could serve multiple purposes. On the one hand, it could further improve the current system. On the other hand, users often need help in recalling and revisiting their complex and sometimes iterative analysis process with an interactive visualization system. This dissertation introduces multiple types of evidences available for capturing a user's analysis process within an interactive visualization and analyzes cost/benefit ratios of the capturing methods. It concludes that tracking interaction sequences is the most un-intrusive and feasible way to capture part of a user's analysis process. To validate this claim, a user study is presented to theoretically analyze the relationship between interactions and problem-solving processes. The results indicate that constraining the way a user interacts with a mathematical puzzle does have an effect on the problemsolving process. As later evidenced in an evaluative study, a fair amount of high-level analysis can be recovered through merely analyzing interaction logs

A systematic review on machine learning models for online learning and examination systems

Examinations or assessments play a vital role in every student’s life; they determine their future and career paths. The COVID pandemic has left adverse impacts in all areas, including the academic field. The regularized classroom learning and face-to-face real-time examinations were not feasible to avoid widespread infection and ensure safety. During these desperate times, technological advancements stepped in to aid students in continuing their education without any academic breaks. Machine learning is a key to this digital transformation of schools or colleges from real-time to online mode. Online learning and examination during lockdown were made possible by Machine learning methods. In this article, a systematic review of the role of Machine learning in Lockdown Exam Management Systems was conducted by evaluating 135 studies over the last five years. The significance of Machine learning in the entire exam cycle from pre-exam preparation, conduction of examination, and evaluation were studied and discussed. The unsupervised or supervised Machine learning algorithms were identified and categorized in each process. The primary aspects of examinations, such as authentication, scheduling, proctoring, and cheat or fraud detection, are investigated in detail with Machine learning perspectives. The main attributes, such as prediction of at-risk students, adaptive learning, and monitoring of students, are integrated for more understanding of the role of machine learning in exam preparation, followed by its management of the post-examination process. Finally, this review concludes with issues and challenges that machine learning imposes on the examination system, and these issues are discussed with solutions

Machine Scoring of Student Essays: Truth and Consequences

The current trend toward machine-scoring of student work, Ericsson and Haswell argue, has created an emerging issue with implications for higher education across the disciplines, but with particular importance for those in English departments and in administration. The academic community has been silent on the issue—some would say excluded from it—while the commercial entities who develop essay-scoring software have been very active. Machine Scoring of Student Essays is the first volume to seriously consider the educational mechanisms and consequences of this trend, and it offers important discussions from some of the leading scholars in writing assessment.https://digitalcommons.usu.edu/usupress_pubs/1138/thumbnail.jp

A Statistical Approach to Automatic Essay Scoring

Η ολοένα αυξανόμενη ανάγκη για αξιολόγηση των δεξιοτήτων γραπτού λόγου, σε συνδυασμό με την δυναμική της αυτόματης αξιολόγησης γραπτού λόγου να συνδράμει στην διδασκαλία και εκμάθηση, αλλά και την αξιολόγηση γραπτού λόγου, η παρούσα μελέτη στοχεύει στη διερεύνηση της σχέσης ανάμεσα σε υφομετρικά χαρακτηριστικά των κειμένων, άρρηκτα συνδεδεμένων με την αυτόματη αξιολόγηση γραπτού λόγου, και τον βαθμό καλλιέργειας δεξιοτήτων γραπτής έκφρασης εκ μέρους των μαθητών, όπως αυτός αποτυπώνεται στην αξιολόγηση μαθητικών εκθέσεων από εξειδικευμένους αξιολογητές. Το υπό ανάλυση σώμα κειμένων ανακτήθηκε από βάση δεδομένων προσφερόμενων στα πλαίσια πρόσφατου διαγωνισμού αυτόματης αξιολόγησης γραπτού λόγου, που πραγματοποιήθηκε στο σχολικό περιβάλλον των ΗΠΑ. Τα υφομετρικά χαρακτηριστικά των κειμένων που λήφθηκαν υπόψη στην παρούσα ανάλυση εστιάζουν κυρίως σε ενδείκτες συνοχής του κειμένου, λεξιλογικού πλούτου και εύρους μορφοσυντακτικών επιλογών. Από την παρούσα ανάλυση διαφαίνεται άμεση σχέση υφομετρικών χαρακτηριστικών των υπό ανάλυση κειμένων με την αξιολόγηση της οποίας έτυχαν στα πλαίσια του προαναφερθέντος διαγωνισμού. Το εύρημα αυτό καταδεικνύει την καίρια σημασία εντατικοποίησης της σχετικής πειραματικής διερεύνησης, με στόχο την βελτιστοποίηση της εναλλακτικής αυτής μορφής υποστήριξης των εμπλεκομένων στην διδακτική και εξεταστική διαδικασία.Taking into consideration escalating need for testing writing ability and the potential of Automatic Essay Scoring (AES) to support writing instruction and evaluation, the aim of the present study is to explore the relationship between stylometric indices, widely used in AES systems, and the degree of sophistication of learner essays, captured by the score provided by expert human raters. The data analyzed were obtained from a recently organized public AES competition and comprise persuasive essays written in the context of public school in the United States. Stylometric information taken into consideration greatly focuses on measures of cohesion, as well as lexical diversity and syntactic sophistication. Results indicate a clear relationship between quantifiable features of learners’ written responses and the impression which they have made on expert raters. This observation reinforces the importance of pursuing further experimentation into AES, which would yield significant educational and social benefits

A soft computing decision support framework for e-learning

Tesi per compendi de publicacions.Supported by technological development and its impact on everyday activities, e-Learning and b-Learning (Blended Learning) have experienced rapid growth mainly in higher education and training. Its inherent ability to break both physical and cultural distances, to disseminate knowledge and decrease the costs of the teaching-learning process allows it to reach anywhere and anyone. The educational community is divided as to its role in the future. It is believed that by 2019 half of the world's higher education courses will be delivered through e-Learning. While supporters say that this will be the educational mode of the future, its detractors point out that it is a fashion, that there are huge rates of abandonment and that their massification and potential low quality, will cause its fall, assigning it a major role of accompanying traditional education. There are, however, two interrelated features where there seems to be consensus. On the one hand, the enormous amount of information and evidence that Learning Management Systems (LMS) generate during the e-Learning process and which is the basis of the part of the process that can be automated. In contrast, there is the fundamental role of e-tutors and etrainers who are guarantors of educational quality. These are continually overwhelmed by the need to provide timely and effective feedback to students, manage endless particular situations and casuistics that require decision making and process stored information. In this sense, the tools that e-Learning platforms currently provide to obtain reports and a certain level of follow-up are not sufficient or too adequate. It is in this point of convergence Information-Trainer, where the current developments of the LMS are centered and it is here where the proposed thesis tries to innovate. This research proposes and develops a platform focused on decision support in e-Learning environments. Using soft computing and data mining techniques, it extracts knowledge from the data produced and stored by e-Learning systems, allowing the classification, analysis and generalization of the extracted knowledge. It includes tools to identify models of students' learning behavior and, from them, predict their future performance and enable trainers to provide adequate feedback. Likewise, students can self-assess, avoid those ineffective behavior patterns, and obtain real clues about how to improve their performance in the course, through appropriate routes and strategies based on the behavioral model of successful students. The methodological basis of the mentioned functionalities is the Fuzzy Inductive Reasoning (FIR), which is particularly useful in the modeling of dynamic systems. During the development of the research, the FIR methodology has been improved and empowered by the inclusion of several algorithms. First, an algorithm called CR-FIR, which allows determining the Causal Relevance that have the variables involved in the modeling of learning and assessment of students. In the present thesis, CR-FIR has been tested on a comprehensive set of classical test data, as well as real data sets, belonging to different areas of knowledge. Secondly, the detection of atypical behaviors in virtual campuses was approached using the Generative Topographic Mapping (GTM) methodology, which is a probabilistic alternative to the well-known Self-Organizing Maps. GTM was used simultaneously for clustering, visualization and detection of atypical data. The core of the platform has been the development of an algorithm for extracting linguistic rules in a language understandable to educational experts, which helps them to obtain patterns of student learning behavior. In order to achieve this functionality, the LR-FIR algorithm (Extraction of Linguistic Rules in FIR) was designed and developed as an extension of FIR that allows both to characterize general behavior and to identify interesting patterns. In the case of the application of the platform to several real e-Learning courses, the results obtained demonstrate its feasibility and originality. The teachers' perception about the usability of the tool is very good, and they consider that it could be a valuable resource to mitigate the time requirements of the trainer that the e-Learning courses demand. The identification of student behavior models and prediction processes have been validated as to their usefulness by expert trainers. LR-FIR has been applied and evaluated in a wide set of real problems, not all of them in the educational field, obtaining good results. The structure of the platform makes it possible to assume that its use is potentially valuable in those domains where knowledge management plays a preponderant role, or where decision-making processes are a key element, e.g. ebusiness, e-marketing, customer management, to mention just a few. The Soft Computing tools used and developed in this research: FIR, CR-FIR, LR-FIR and GTM, have been applied successfully in other real domains, such as music, medicine, weather behaviors, etc.Soportado por el desarrollo tecnológico y su impacto en las diferentes actividades cotidianas, el e-Learning (o aprendizaje electrónico) y el b-Learning (Blended Learning o aprendizaje mixto), han experimentado un crecimiento vertiginoso principalmente en la educación superior y la capacitación. Su habilidad inherente para romper distancias tanto físicas como culturales, para diseminar conocimiento y disminuir los costes del proceso enseñanza aprendizaje le permite llegar a cualquier sitio y a cualquier persona. La comunidad educativa se encuentra dividida en cuanto a su papel en el futuro. Se cree que para el año 2019 la mitad de los cursos de educación superior del mundo se impartirá a través del e-Learning. Mientras que los partidarios aseguran que ésta será la modalidad educativa del futuro, sus detractores señalan que es una moda, que hay enormes índices de abandono y que su masificación y potencial baja calidad, provocará su caída, reservándole un importante papel de acompañamiento a la educación tradicional. Hay, sin embargo, dos características interrelacionadas donde parece haber consenso. Por un lado, la enorme generación de información y evidencias que los sistemas de gestión del aprendizaje o LMS (Learning Management System) generan durante el proceso educativo electrónico y que son la base de la parte del proceso que se puede automatizar. En contraste, está el papel fundamental de los e-tutores y e-formadores que son los garantes de la calidad educativa. Éstos se ven continuamente desbordados por la necesidad de proporcionar retroalimentación oportuna y eficaz a los alumnos, gestionar un sin fin de situaciones particulares y casuísticas que requieren toma de decisiones y procesar la información almacenada. En este sentido, las herramientas que las plataformas de e-Learning proporcionan actualmente para obtener reportes y cierto nivel de seguimiento no son suficientes ni demasiado adecuadas. Es en este punto de convergencia Información-Formador, donde están centrados los actuales desarrollos de los LMS y es aquí donde la tesis que se propone pretende innovar. La presente investigación propone y desarrolla una plataforma enfocada al apoyo en la toma de decisiones en ambientes e-Learning. Utilizando técnicas de Soft Computing y de minería de datos, extrae conocimiento de los datos producidos y almacenados por los sistemas e-Learning permitiendo clasificar, analizar y generalizar el conocimiento extraído. Incluye herramientas para identificar modelos del comportamiento de aprendizaje de los estudiantes y, a partir de ellos, predecir su desempeño futuro y permitir a los formadores proporcionar una retroalimentación adecuada. Así mismo, los estudiantes pueden autoevaluarse, evitar aquellos patrones de comportamiento poco efectivos y obtener pistas reales acerca de cómo mejorar su desempeño en el curso, mediante rutas y estrategias adecuadas a partir del modelo de comportamiento de los estudiantes exitosos. La base metodológica de las funcionalidades mencionadas es el Razonamiento Inductivo Difuso (FIR, por sus siglas en inglés), que es particularmente útil en el modelado de sistemas dinámicos. Durante el desarrollo de la investigación, la metodología FIR ha sido mejorada y potenciada mediante la inclusión de varios algoritmos. En primer lugar un algoritmo denominado CR-FIR, que permite determinar la Relevancia Causal que tienen las variables involucradas en el modelado del aprendizaje y la evaluación de los estudiantes. En la presente tesis, CR-FIR se ha probado en un conjunto amplio de datos de prueba clásicos, así como conjuntos de datos reales, pertenecientes a diferentes áreas de conocimiento. En segundo lugar, la detección de comportamientos atípicos en campus virtuales se abordó mediante el enfoque de Mapeo Topográfico Generativo (GTM), que es una alternativa probabilística a los bien conocidos Mapas Auto-organizativos. GTM se utilizó simultáneamente para agrupamiento, visualización y detección de datos atípicos. La parte medular de la plataforma ha sido el desarrollo de un algoritmo de extracción de reglas lingüísticas en un lenguaje entendible para los expertos educativos, que les ayude a obtener los patrones del comportamiento de aprendizaje de los estudiantes. Para lograr dicha funcionalidad, se diseñó y desarrolló el algoritmo LR-FIR, (extracción de Reglas Lingüísticas en FIR, por sus siglas en inglés) como una extensión de FIR que permite tanto caracterizar el comportamiento general, como identificar patrones interesantes. En el caso de la aplicación de la plataforma a varios cursos e-Learning reales, los resultados obtenidos demuestran su factibilidad y originalidad. La percepción de los profesores acerca de la usabilidad de la herramienta es muy buena, y consideran que podría ser un valioso recurso para mitigar los requerimientos de tiempo del formador que los cursos e-Learning exigen. La identificación de los modelos de comportamiento de los estudiantes y los procesos de predicción han sido validados en cuanto a su utilidad por los formadores expertos. LR-FIR se ha aplicado y evaluado en un amplio conjunto de problemas reales, no todos ellos del ámbito educativo, obteniendo buenos resultados. La estructura de la plataforma permite suponer que su utilización es potencialmente valiosa en aquellos dominios donde la administración del conocimiento juegue un papel preponderante, o donde los procesos de toma de decisiones sean una pieza clave, por ejemplo, e-business, e-marketing, administración de clientes, por mencionar sólo algunos. Las herramientas de Soft Computing utilizadas y desarrolladas en esta investigación: FIR, CR-FIR, LR-FIR y GTM, ha sido aplicadas con éxito en otros dominios reales, como música, medicina, comportamientos climáticos, etc.Postprint (published version

A robust methodology for automated essay grading

None of the available automated essay grading systems can be used to grade essays according to the National Assessment Program – Literacy and Numeracy (NAPLAN) analytic scoring rubric used in Australia. This thesis is a humble effort to address this limitation. The objective of this thesis is to develop a robust methodology for automatically grading essays based on the NAPLAN rubric by using heuristics and rules based on English language and neural network modelling

Using Search Term Positions for Determining Document Relevance

The technological advancements in computer networks and the substantial reduction of their production costs have caused a massive explosion of digitally stored information. In particular, textual information is becoming increasingly available in electronic form. Finding text documents dealing with a certain topic is not a simple task. Users need tools to sift through non-relevant information and retrieve only pieces of information relevant to their needs. The traditional methods of information retrieval (IR) based on search term frequency have somehow reached their limitations, and novel ranking methods based on hyperlink information are not applicable to unlinked documents. The retrieval of documents based on the positions of search terms in a document has the potential of yielding improvements, because other terms in the environment where a search term appears (i.e. the neighborhood) are considered. That is to say, the grammatical type, position and frequency of other words help to clarify and specify the meaning of a given search term. However, the required additional analysis task makes position-based methods slower than methods based on term frequency and requires more storage to save the positions of terms. These drawbacks directly affect the performance of the most user critical phase of the retrieval process, namely query evaluation time, which explains the scarce use of positional information in contemporary retrieval systems. This thesis explores the possibility of extending traditional information retrieval systems with positional information in an efficient manner that permits us to optimize the retrieval performance by handling term positions at query evaluation time. To achieve this task, several abstract representation of term positions to efficiently store and operate on term positional data are investigated. In the Gauss model, descriptive statistics methods are used to estimate term positional information, because they minimize outliers and irregularities in the data. The Fourier model is based on Fourier series to represent positional information. In the Hilbert model, functional analysis methods are used to provide reliable term position estimations and simple mathematical operators to handle positional data. The proposed models are experimentally evaluated using standard resources of the IR research community (Text Retrieval Conference). All experiments demonstrate that the use of positional information can enhance the quality of search results. The suggested models outperform state-of-the-art retrieval utilities. The term position models open new possibilities to analyze and handle textual data. For instance, document clustering and compression of positional data based on these models could be interesting topics to be considered in future research

Role of images on World Wide Web readability

As the Internet and World Wide Web have grown, many good things have come. If you have access to a computer, you can find a lot of information quickly and easily. Electronic devices can store and retrieve vast amounts of data in seconds. You no longer have to leave your house to get products and services you could only get in person. Documents can be changed from English to Urdu or from text to speech almost instantly, making it easy for people from different cultures and with different abilities to talk to each other. As technology improves, web developers and website visitors want more animation, colour, and technology. As computers get faster at processing images and other graphics, web developers use them more and more. Users who can see colour, pictures, animation, and images can help understand and read the Web and improve the Web experience. People who have trouble reading or whose first language is not used on the website can also benefit from using pictures. But not all images help people understand and read the text they go with. For example, images just for decoration or picked by the people who made the website should not be used. Also, different factors could affect how easy it is to read graphical content, such as a low image resolution, a bad aspect ratio, a bad colour combination in the image itself, a small font size, etc., and the WCAG gave different rules for each of these problems. The rules suggest using alternative text, the right combination of colours, low contrast, and a higher resolution. But one of the biggest problems is that images that don't go with the text on a web page can make it hard to read the text. On the other hand, relevant pictures could make the page easier to read. A method has been suggested to figure out how relevant the images on websites are from the point of view of web readability. This method combines different ways to get information from images by using Cloud Vision API and Optical Character Recognition (OCR), and reading text from websites to find relevancy between them. Techniques for preprocessing data have been used on the information that has been extracted. Natural Language Processing (NLP) technique has been used to determine what images and text on a web page have to do with each other. This tool looks at fifty educational websites' pictures and assesses their relevance. Results show that images that have nothing to do with the page's content and images that aren't very good cause lower relevancy scores. A user study was done to evaluate the hypothesis that the relevant images could enhance web readability based on two evaluations: the evaluation of the 1024 end users of the page and the heuristic evaluation, which was done by 32 experts in accessibility. The user study was done with questions about what the user knows, how they feel, and what they can do. The results back up the idea that images that are relevant to the page make it easier to read. This method will help web designers make pages easier to read by looking at only the essential parts of a page and not relying on their judgment.Programa de Doctorado en Ciencia y Tecnología Informática por la Universidad Carlos III de MadridPresidente: José Luis Lépez Cuadrado.- Secretario: Divakar Yadav.- Vocal: Arti Jai