74,486 research outputs found
Towards Interpretable Deep Learning Models for Knowledge Tracing
As an important technique for modeling the knowledge states of learners, the
traditional knowledge tracing (KT) models have been widely used to support
intelligent tutoring systems and MOOC platforms. Driven by the fast
advancements of deep learning techniques, deep neural network has been recently
adopted to design new KT models for achieving better prediction performance.
However, the lack of interpretability of these models has painfully impeded
their practical applications, as their outputs and working mechanisms suffer
from the intransparent decision process and complex inner structures. We thus
propose to adopt the post-hoc method to tackle the interpretability issue for
deep learning based knowledge tracing (DLKT) models. Specifically, we focus on
applying the layer-wise relevance propagation (LRP) method to interpret
RNN-based DLKT model by backpropagating the relevance from the model's output
layer to its input layer. The experiment results show the feasibility using the
LRP method for interpreting the DLKT model's predictions, and partially
validate the computed relevance scores from both question level and concept
level. We believe it can be a solid step towards fully interpreting the DLKT
models and promote their practical applications in the education domain
Dynamic Key-Value Memory Networks for Knowledge Tracing
Knowledge Tracing (KT) is a task of tracing evolving knowledge state of
students with respect to one or more concepts as they engage in a sequence of
learning activities. One important purpose of KT is to personalize the practice
sequence to help students learn knowledge concepts efficiently. However,
existing methods such as Bayesian Knowledge Tracing and Deep Knowledge Tracing
either model knowledge state for each predefined concept separately or fail to
pinpoint exactly which concepts a student is good at or unfamiliar with. To
solve these problems, this work introduces a new model called Dynamic Key-Value
Memory Networks (DKVMN) that can exploit the relationships between underlying
concepts and directly output a student's mastery level of each concept. Unlike
standard memory-augmented neural networks that facilitate a single memory
matrix or two static memory matrices, our model has one static matrix called
key, which stores the knowledge concepts and the other dynamic matrix called
value, which stores and updates the mastery levels of corresponding concepts.
Experiments show that our model consistently outperforms the state-of-the-art
model in a range of KT datasets. Moreover, the DKVMN model can automatically
discover underlying concepts of exercises typically performed by human
annotations and depict the changing knowledge state of a student.Comment: To appear in 26th International Conference on World Wide Web (WWW),
201
QuesNet: A Unified Representation for Heterogeneous Test Questions
Understanding learning materials (e.g. test questions) is a crucial issue in
online learning systems, which can promote many applications in education
domain. Unfortunately, many supervised approaches suffer from the problem of
scarce human labeled data, whereas abundant unlabeled resources are highly
underutilized. To alleviate this problem, an effective solution is to use
pre-trained representations for question understanding. However, existing
pre-training methods in NLP area are infeasible to learn test question
representations due to several domain-specific characteristics in education.
First, questions usually comprise of heterogeneous data including content text,
images and side information. Second, there exists both basic linguistic
information as well as domain logic and knowledge. To this end, in this paper,
we propose a novel pre-training method, namely QuesNet, for comprehensively
learning question representations. Specifically, we first design a unified
framework to aggregate question information with its heterogeneous inputs into
a comprehensive vector. Then we propose a two-level hierarchical pre-training
algorithm to learn better understanding of test questions in an unsupervised
way. Here, a novel holed language model objective is developed to extract
low-level linguistic features, and a domain-oriented objective is proposed to
learn high-level logic and knowledge. Moreover, we show that QuesNet has good
capability of being fine-tuned in many question-based tasks. We conduct
extensive experiments on large-scale real-world question data, where the
experimental results clearly demonstrate the effectiveness of QuesNet for
question understanding as well as its superior applicability
Effects of Automated Interventions in Programming Assignments: Evidence from a Field Experiment
A typical problem in MOOCs is the missing opportunity for course conductors
to individually support students in overcoming their problems and
misconceptions. This paper presents the results of automatically intervening on
struggling students during programming exercises and offering peer feedback and
tailored bonus exercises. To improve learning success, we do not want to
abolish instructionally desired trial and error but reduce extensive struggle
and demotivation. Therefore, we developed adaptive automatic just-in-time
interventions to encourage students to ask for help if they require
considerably more than average working time to solve an exercise. Additionally,
we offered students bonus exercises tailored for their individual weaknesses.
The approach was evaluated within a live course with over 5,000 active students
via a survey and metrics gathered alongside. Results show that we can increase
the call outs for help by up to 66% and lower the dwelling time until issuing
action. Learnings from the experiments can further be used to pinpoint course
material to be improved and tailor content to be audience specific.Comment: 10 page
[DC] self-adaptive technologies for immersive trainings
Online learning is the preferred option for professional training, e.g. Industry 4.0 or e-health, because it is more cost efficient than on-site organisation of realistic training sessions. However, current online learning technologies are limited in terms of personalisation, interactivity and immersiveness that are required by applications such as surgery and pilot training. Virtual Reality (VR) technologies have the potential to overcome these limitations. However, due to its early stage of research, VR requires significant improvements to fully unlock its potential. The focus of this PhD is to tackle research challenges to enable VR for online training in three dimensions: (1) dynamic adaptation of the training content for personalised trainings, by incorporating prior knowledge and context data into self-learning algorithms; (2) mapping of sensor data onto what happens in the VR environment, by focusing on motion prediction techniques that use past movements of the users, and (3) investigating immersive environments with intuitive interactions, by gaining a better understanding of human motion in order to improve interaction. The designed improvements will be characterised though a prototype VR training platform for multiple use cases. This work will not only advance the state of the art on VR training, but also on online e-learning applications in general
Hip fracture risk assessment: Artificial neural network outperforms conditional logistic regression in an age- and sex-matched case control study
Copyright @ 2013 Tseng et al.; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative
Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and
reproduction in any medium, provided the original work is properly cited.Background - Osteoporotic hip fractures with a significant morbidity and excess mortality among the elderly have imposed huge health and economic burdens on societies worldwide. In this age- and sex-matched case control study, we examined the risk factors of hip fractures and assessed the fracture risk by conditional logistic regression (CLR) and ensemble artificial neural network (ANN). The performances of these two classifiers were compared.
Methods - The study population consisted of 217 pairs (149 women and 68 men) of fractures and controls with an age older than 60 years. All the participants were interviewed with the same standardized questionnaire including questions on 66 risk factors in 12 categories. Univariate CLR analysis was initially conducted to examine the unadjusted odds ratio of all potential risk factors. The significant risk factors were then tested by multivariate analyses. For fracture risk assessment, the participants were randomly divided into modeling and testing datasets for 10-fold cross validation analyses. The predicting models built by CLR and ANN in modeling datasets were applied to testing datasets for generalization study. The performances, including discrimination and calibration, were compared with non-parametric Wilcoxon tests.
Results - In univariate CLR analyses, 16 variables achieved significant level, and six of them remained significant in multivariate analyses, including low T score, low BMI, low MMSE score, milk intake, walking difficulty, and significant fall at home. For discrimination, ANN outperformed CLR in both 16- and 6-variable analyses in modeling and testing datasets (p?<?0.005). For calibration, ANN outperformed CLR only in 16-variable analyses in modeling and testing datasets (p?=?0.013 and 0.047, respectively).
Conclusions - The risk factors of hip fracture are more personal than environmental. With adequate model construction, ANN may outperform CLR in both discrimination and calibration. ANN seems to have not been developed to its full potential and efforts should be made to improve its performance.National Health Research Institutes in Taiwa
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