A Predictive Model for Student Performance in Classrooms using Student Interactions with an eTextbook

With the rise of online eTextbooks and Massive Open Online Courses (MOOCs), a huge amount of data has been collected related to students’ learning. With the careful analysis of this data, educators can gain useful insights into their students’ performance and their behavior in learning a particular topic. This paper proposes a new model for predicting student performance based on an analysis of how students interact with an interactive online eTextbook. By being able to predict students’ performance early in the course, educators can easily identify students at risk and provide a suitable intervention. We considered two main issues: the prediction of good/bad performance and the prediction of the final exam grade. To build the proposed model, we evaluated the most popular classification and regression algorithms. Random Forest Regression and Multiple Linear Regression have been applied in Regression. While Logistic Regression, decision tree, Random Forest Classifier, K Nearest Neighbors, and Support Vector Machine have been applied in classification. Based on the findings of the experiments, the algorithm with the best result overall in classification was Random Forest Classifier with an accuracy equal to 91.7%, while in the regression it was Random Forest Regression with an R2 equal to 0.977

Capturing "attrition intensifying" structural traits from didactic interaction sequences of MOOC learners

This work is an attempt to discover hidden structural configurations in learning activity sequences of students in Massive Open Online Courses (MOOCs). Leveraging combined representations of video clickstream interactions and forum activities, we seek to fundamentally understand traits that are predictive of decreasing engagement over time. Grounded in the interdisciplinary field of network science, we follow a graph based approach to successfully extract indicators of active and passive MOOC participation that reflect persistence and regularity in the overall interaction footprint. Using these rich educational semantics, we focus on the problem of predicting student attrition, one of the major highlights of MOOC literature in the recent years. Our results indicate an improvement over a baseline ngram based approach in capturing "attrition intensifying" features from the learning activities that MOOC learners engage in. Implications for some compelling future research are discussed.Comment: "Shared Task" submission for EMNLP 2014 Workshop on Modeling Large Scale Social Interaction in Massively Open Online Course