7 research outputs found
Semantics of the Black-Box: Can knowledge graphs help make deep learning systems more interpretable and explainable?
The recent series of innovations in deep learning (DL) have shown enormous
potential to impact individuals and society, both positively and negatively.
The DL models utilizing massive computing power and enormous datasets have
significantly outperformed prior historical benchmarks on increasingly
difficult, well-defined research tasks across technology domains such as
computer vision, natural language processing, signal processing, and
human-computer interactions. However, the Black-Box nature of DL models and
their over-reliance on massive amounts of data condensed into labels and dense
representations poses challenges for interpretability and explainability of the
system. Furthermore, DLs have not yet been proven in their ability to
effectively utilize relevant domain knowledge and experience critical to human
understanding. This aspect is missing in early data-focused approaches and
necessitated knowledge-infused learning and other strategies to incorporate
computational knowledge. This article demonstrates how knowledge, provided as a
knowledge graph, is incorporated into DL methods using knowledge-infused
learning, which is one of the strategies. We then discuss how this makes a
fundamental difference in the interpretability and explainability of current
approaches, and illustrate it with examples from natural language processing
for healthcare and education applications.Comment: 6 pages + references, 4 figures, Accepted to IEEE internet computing
202
Semantics of the Black-Box: Can Knowledge Graphs Help Make Deep Learning Systems More Interpretable and Explainable?
The recent series of innovations in deep learning (DL) have shown enormous potential to impact individuals and society, both positively and negatively. The DL models utilizing massive computing power and enormous datasets have significantly outperformed prior historical benchmarks on increasingly difficult, well-defined research tasks across technology domains such as computer vision, natural language processing, signal processing, and human-computer interactions. However, the Black-Box nature of DL models and their over-reliance on massive amounts of data condensed into labels and dense representations poses challenges for interpretability and explainability of the system. Furthermore, DLs have not yet been proven in their ability to effectively utilize relevant domain knowledge and experience critical to human understanding. This aspect is missing in early data-focused approaches and necessitated knowledge-infused learning and other strategies to incorporate computational knowledge. This article demonstrates how knowledge, provided as a knowledge graph, is incorporated into DL methods using knowledge-infused learning, which is one of the strategies. We then discuss how this makes a fundamental difference in the interpretability and explainability of current approaches, and illustrate it with examples from natural language processing for healthcare and education applications
Enhancing Deep Knowledge Tracing with Auxiliary Tasks
Knowledge tracing (KT) is the problem of predicting students' future
performance based on their historical interactions with intelligent tutoring
systems. Recent studies have applied multiple types of deep neural networks to
solve the KT problem. However, there are two important factors in real-world
educational data that are not well represented. First, most existing works
augment input representations with the co-occurrence matrix of questions and
knowledge components\footnote{\label{ft:kc}A KC is a generalization of everyday
terms like concept, principle, fact, or skill.} (KCs) but fail to explicitly
integrate such intrinsic relations into the final response prediction task.
Second, the individualized historical performance of students has not been well
captured. In this paper, we proposed \emph{AT-DKT} to improve the prediction
performance of the original deep knowledge tracing model with two auxiliary
learning tasks, i.e., \emph{question tagging (QT) prediction task} and
\emph{individualized prior knowledge (IK) prediction task}. Specifically, the
QT task helps learn better question representations by predicting whether
questions contain specific KCs. The IK task captures students' global
historical performance by progressively predicting student-level prior
knowledge that is hidden in students' historical learning interactions. We
conduct comprehensive experiments on three real-world educational datasets and
compare the proposed approach to both deep sequential KT models and
non-sequential models. Experimental results show that \emph{AT-DKT} outperforms
all sequential models with more than 0.9\% improvements of AUC for all
datasets, and is almost the second best compared to non-sequential models.
Furthermore, we conduct both ablation studies and quantitative analysis to show
the effectiveness of auxiliary tasks and the superior prediction outcomes of
\emph{AT-DKT}.Comment: Accepted at WWW'23: The 2023 ACM Web Conference, 202
R2DE: a NLP approach to estimating IRT parameters of newly generated questions
The main objective of exams consists in performing an assessment of students'
expertise on a specific subject. Such expertise, also referred to as skill or
knowledge level, can then be leveraged in different ways (e.g., to assign a
grade to the students, to understand whether a student might need some support,
etc.). Similarly, the questions appearing in the exams have to be assessed in
some way before being used to evaluate students. Standard approaches to
questions' assessment are either subjective (e.g., assessment by human experts)
or introduce a long delay in the process of question generation (e.g.,
pretesting with real students). In this work we introduce R2DE (which is a
Regressor for Difficulty and Discrimination Estimation), a model capable of
assessing newly generated multiple-choice questions by looking at the text of
the question and the text of the possible choices. In particular, it can
estimate the difficulty and the discrimination of each question, as they are
defined in Item Response Theory. We also present the results of extensive
experiments we carried out on a real world large scale dataset coming from an
e-learning platform, showing that our model can be used to perform an initial
assessment of newly created questions and ease some of the problems that arise
in question generation
EXAIT: Educational eXplainable Artificial Intelligent Tools for personalized learning
As artificial intelligence systems increasingly make high-stakes recommendations and decisions automatically in many facets of our lives, the use of explainable artificial intelligence to inform stakeholders about the reasons behind such systems has been gaining much attention in a wide range of fields, including education. Also, in the field of education there has been a long history of research into self-explanation, where students explain the process of their answers. This has been recognized as a beneficial intervention to promote metacognitive skills, however, there is also unexplored potential to gain insight into the problems that learners experience due to inadequate prerequisite knowledge and skills that are required, or in the process of their application to the task at hand. While this aspect of self-explanation has been of interest to teachers, there is little research into the use of such information to inform educational AI systems. In this paper, we propose a system in which both students and the AI system explain to each other their reasons behind decisions that were made, such as: self-explanation of student cognition during the answering process, and explanation of recommendations based on internal mechanizes and other abstract representations of model algorithms