Incorporating Heterogeneous User Behaviors and Social Influences for Predictive Analysis

Behavior prediction based on historical behavioral data have practical real-world significance. It has been applied in recommendation, predicting academic performance, etc. With the refinement of user data description, the development of new functions, and the fusion of multiple data sources, heterogeneous behavioral data which contain multiple types of behaviors become more and more common. In this paper, we aim to incorporate heterogeneous user behaviors and social influences for behavior predictions. To this end, this paper proposes a variant of Long-Short Term Memory (LSTM) which can consider context information while modeling a behavior sequence, a projection mechanism which can model multi-faceted relationships among different types of behaviors, and a multi-faceted attention mechanism which can dynamically find out informative periods from different facets. Many kinds of behavioral data belong to spatio-temporal data. An unsupervised way to construct a social behavior graph based on spatio-temporal data and to model social influences is proposed. Moreover, a residual learning-based decoder is designed to automatically construct multiple high-order cross features based on social behavior representation and other types of behavior representations. Qualitative and quantitative experiments on real-world datasets have demonstrated the effectiveness of this model

Data-Driven Research On Engineering Design Thinking And Behaviors In Computer-Aided Systems Design: Analysis, Modeling, And Prediction

Research on design thinking and design decision-making is vital for discovering and utilizing beneficial design patterns, strategies, and heuristics of human designers in solving engineering design problems. It is also essential for the development of new algorithms embedded with human intelligence and can facilitate human-computer interactions. However, modeling design thinking is challenging because it takes place in the designer’s mind, which is intricate, implicit, and tacit. For an in-depth understanding of design thinking, fine-grained design behavioral data are important because they are the critical link in studying the relationship between design thinking, design decisions, design actions, and design performance. Therefore, the research in my dissertation aims to develop a new research platform and new research approaches to enable fine-grained data-driven methodology that helps foundation ally understand the designers’ thinking and decision-making strategies in engineering design. To achieve this goal, my research has focused on modeling, analysis, and prediction of design thinking and designers’ sequential decision-making behaviors. In the modeling work, different design behaviors, including design action preferences, one step sequential decision behavior, contextual behavior, long short-term memory behavior, and reflective thinking behavior, are characterized and computationally modeled using statis tical and machine learning techniques. For example, to model designers’ sequential decision making, a novel approach is developed by integrating the Function-Behavior-Structure (FBS) design process model into deep learning methods, e.g., the long short-term memory (LSTM) model and the gated recurrent unit (GRU) model. In the work on analysis, this dissertation focuses primarily on different clustering analysis techniques. Based on the behaviors modeled, designers showing similar behavioral patterns can be clustered, from which the common design patterns can be identified. Another analysis performed in this dissertation is on the comparative study of different sequential learning techniques, e.g., deep learning models versus Markov chain models, in modeling sequential decision-making behaviors of human designers. This study compares the prediction accuracy of different models and helps us obtain a better understanding of the performance of deep-learning models in modeling sequential design decisions. Finally, in the work related to prediction, this dissertation aims to predict sequential design decisions and actions. We first test the model that integrates the FBS model with various deep-learning models for the prediction and evaluate the performance of the model. Then, to improve the accuracy of the prediction, we develop two approaches that directly and indirectly combine designer-related attributes (static data) and designers’ action sequences (dynamic data) within the deep learning-based framework. The results show that with ap propriate configurations, the deep-learning model with both static data and dynamic data outperforms the models that only rely on the design action sequence. Finally, I developed an artificial design agent using reinforcement learning with a data-driven reward mechanism based on the Markov chain model to mimic human design behavior. The model also helps validate the hypothesis that the design knowledge learned by the agent from one design problem is transferable to new design problems. To support fine-grained design behavioral data collection and validate the proposed approaches, we develop a computer-aided design (CAD)-based research platform in the application context of renewable engineering systems design. Data are collected through three design case studies, i.e., a solarized home design problem, a solarized parking lot design problem, and a design challenge on solarizing the University of Arkansas (UARK) campus. The contribution of this dissertation can be summarized in the following aspects. First, a novel research platform is developed that can collect fine-grained design behavior data in support of design thinking research. Second, new research approaches are developed to characterize design behaviors from multiple dimensions in a latent space of design thinking. We refer to such a latent representation of design thinking as design embedding. Furthermore, using deep learning techniques, several different predictive models are developed that can successfully predict human sequential design decisions with prediction accuracy higher than traditional sequential learning models. Third, by analyzing designers’ one-step sequential design behaviors, common and beneficial design patterns are identified. These patterns are found to exist in many high-performing designers in the three respective design problems studied. Fourth, new knowledge has been obtained on the ability of deep learning-based models versus traditional sequential learning models to predict sequential design decisions of human designers. Finally, a novel research approach is developed that helps test the hypothesis of transferability of design knowledge. In general, this dissertation creates a new avenue for investigating designers’ thinking and decision-making behaviors in systems design context based on the data collected from a CAD environment and tested the capability of various deep-learning algorithms in predicting human sequential design decisions

Academic College Readiness Indicators of Seniors Enrolled in University-Model Schools® and Traditional, Comprehensive Christian Schools

This correlational study examined the relationship between type of high school a senior attends (University-Model School® [UMS®] or traditional, comprehensive Christian) and academic college readiness, when controlling for prior academic achievement and gender. The study compared archival data of Christian school students from six Texas schools. The Stanford-10 controlled for prior academic achievement. SAT and ACT scores measured academic college readiness. Results of three sequential multiple regressions, controlling for confounding, found school type to be a statistically significant predictor for the SAT Composite score, but not for the SAT Writing score or the ACT Composite score. Although the UMS® seniors averaged higher scores than traditional, comprehensive Christian school seniors on all three exams, only the SAT Composite score was found to be statistically significant. The standardized regression coefficient of the three scores did not find practical significance for the relationship between school type and academic college readiness

Noncognitive Variables to Predict Academic Success Among Junior Year Baccalaureate Nursing Students

An equitable predictor of academic success is needed as nursing education strives toward comprehensive preparation of diverse nursing students. The purpose of this study was to discover how Sedlacek’s (2004a) Noncognitive Questionnaire (NCQ) and Duckworth & Quinn’s (2009) Grit-S predicted baccalaureate nursing student academic performance and persistence in the junior year, when considered in conjunction with academic variables such as previous college GPAs and the SAT. Three cohorts of junior year nursing students (N= 150) answered the survey, and their academic records were combed for previous college GPAs and SAT scores. After the junior academic year, these variables were regressed on junior year student grade point averages and persistence in the major (dependent variables) to determine predictors of academic success among this student group. Findings indicated that previous college GPAs were the most predictive of junior year success. These results impact the practice of nursing education in several ways, and lead to suggestions for further research