Graph-based Modelling of Concurrent Sequential Patterns

Structural relation patterns have been introduced recently to extend the search for complex patterns often hidden behind large sequences of data. This has motivated a novel approach to sequential patterns post-processing and a corresponding data mining method was proposed for Concurrent Sequential Patterns (ConSP). This article refines the approach in the context of ConSP modelling, where a companion graph-based model is devised as an extension of previous work. Two new modelling methods are presented here together with a construction algorithm, to complete the transformation of concurrent sequential patterns to a ConSP-Graph representation. Customer orders data is used to demonstrate the effectiveness of ConSP mining while synthetic sample data highlights the strength of the modelling technique, illuminating the theories developed

Problem-Solving Knowledge Mining from Users’\ud Actions in an Intelligent Tutoring System

In an intelligent tutoring system (ITS), the domain expert should provide\ud relevant domain knowledge to the tutor so that it will be able to guide the\ud learner during problem solving. However, in several domains, this knowledge is\ud not predetermined and should be captured or learned from expert users as well as\ud intermediate and novice users. Our hypothesis is that, knowledge discovery (KD)\ud techniques can help to build this domain intelligence in ITS. This paper proposes\ud a framework to capture problem-solving knowledge using a promising approach\ud of data and knowledge discovery based on a combination of sequential pattern\ud mining and association rules discovery techniques. The framework has been implemented\ud and is used to discover new meta knowledge and rules in a given domain\ud which then extend domain knowledge and serve as problem space allowing\ud the intelligent tutoring system to guide learners in problem-solving situations.\ud Preliminary experiments have been conducted using the framework as an alternative\ud to a path-planning problem solver in CanadarmTutor

Data mining technology for the evaluation of learning content interaction

Interactivity is central for the success of learning. In e-learning and other educational multimedia environments, the evaluation of interaction and behaviour is particularly crucial. Data mining – a non-intrusive, objective analysis technology – shall be proposed as the central evaluation technology for the analysis of the usage of computer-based educational environments and in particular of the interaction with educational content. Basic mining techniques are reviewed and their application in a Web-based third-level course environment is illustrated. Analytic models capturing interaction aspects from the application domain (learning) and the software infrastructure (interactive multimedia) are required for the meaningful interpretation of mining results