An emotional student model for game-based learning

Students’ performance and motivation are influenced by their emotions. Game-based learning (GBL) environments comprise elements that facilitate learning and the creation of an emotional connection with students. GBL environments include Intelligent Tutoring Systems (ITSs) to ensure personalized learning. ITSs reason about students’ needs and characteristics (student modeling) to provide suitable instruction (tutor modeling). The authors’ research is focused on the design and implementation of an emotional student model for GBL environments based on the Control-Value Theory of achievement emotions by Pekrun et al. (2007). The model reasons about answers to questions in game dialogues and contextual variables related to student behavior acquired through students’ interaction with PlayPhysics. The authors’ model is implemented using Dynamic Bayesian Networks (DBNs), which are derived using Probabilistic Relational Models (PRMs), machine learning techniques, and statistical methods. This work compares an earlier approach that uses Multinomial Logistic Regression (MLR) and cross-tabulation for learning the structure and conditional probability tables with an approach that employs Necessary Path Condition and Expectation Maximization algorithms. Results showed that the latter approach is more effective at classifying the control of outcome-prospective emotions. Future work will focus on applying this approach to classification of activity and outcome-retrospective emotions.</jats:p

A kernel-based framework for learning graded relations from data

Driven by a large number of potential applications in areas like bioinformatics, information retrieval and social network analysis, the problem setting of inferring relations between pairs of data objects has recently been investigated quite intensively in the machine learning community. To this end, current approaches typically consider datasets containing crisp relations, so that standard classification methods can be adopted. However, relations between objects like similarities and preferences are often expressed in a graded manner in real-world applications. A general kernel-based framework for learning relations from data is introduced here. It extends existing approaches because both crisp and graded relations are considered, and it unifies existing approaches because different types of graded relations can be modeled, including symmetric and reciprocal relations. This framework establishes important links between recent developments in fuzzy set theory and machine learning. Its usefulness is demonstrated through various experiments on synthetic and real-world data.Comment: This work has been submitted to the IEEE for possible publication. Copyright may be transferred without notice, after which this version may no longer be accessibl

SkILL - a Stochastic Inductive Logic Learner

Probabilistic Inductive Logic Programming (PILP) is a rel- atively unexplored area of Statistical Relational Learning which extends classic Inductive Logic Programming (ILP). This work introduces SkILL, a Stochastic Inductive Logic Learner, which takes probabilistic annotated data and produces First Order Logic theories. Data in several domains such as medicine and bioinformatics have an inherent degree of uncer- tainty, that can be used to produce models closer to reality. SkILL can not only use this type of probabilistic data to extract non-trivial knowl- edge from databases, but it also addresses efficiency issues by introducing a novel, efficient and effective search strategy to guide the search in PILP environments. The capabilities of SkILL are demonstrated in three dif- ferent datasets: (i) a synthetic toy example used to validate the system, (ii) a probabilistic adaptation of a well-known biological metabolism ap- plication, and (iii) a real world medical dataset in the breast cancer domain. Results show that SkILL can perform as well as a deterministic ILP learner, while also being able to incorporate probabilistic knowledge that would otherwise not be considered

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning