Addictive links: The motivational value of adaptive link annotation

Adaptive link annotation is a popular adaptive navigation support technology. Empirical studies of adaptive annotation in the educational context have demonstrated that it can help students to acquire knowledge faster, improve learning outcomes, reduce navigational overhead, and encourage non-sequential navigation. In this paper, we present our exploration of a lesser known effect of adaptive annotation, its ability to significantly increase students' motivation to work with non-mandatory educational content. We explored this effect and confirmed its significance in the context of two different adaptive hypermedia systems. The paper presents and discusses the results of our work

Student Modeling Based on Fine-Grained Programming Process Snapshots

ICER '17 Proceedings of the 2017 ACM Conference on International Computing Education Research. New York, NY, USA : ACM, 2017 ISBN: 978-1-4503-4968-0I am studying the use of fine-grained programming process data for student modeling. The initial plan is to construct different types of program state representations such as Abstract Syntax Trees (ASTs) from the data. These program state representations could be used for both automatically inferring knowledge components that the students are trying to learn as well as for modeling students' knowledge on those specific components.Peer reviewe

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

Assessment of energy credits for the enhancement of the Egyptian Green Pyramid Rating System

Energy is one of the most important categories in the Green Building Rating Systems all over the world. Green Building is a building that meets the energy requirements of the present with low energy consumption and investment costs without infringing on the rights of forthcoming generations to find their own needs. Despite having more than a qualified rating system, it is clear that each system has different priorities and needs on the other. Accordingly, this paper proposes a methodology using the Analytic Hierarchy Process (AHP) for assessment of the energy credits through studying and comparing four of the common global rating systems, the British Building Research Establishment Environmental Assessment Method (BREEAM), the American Leadership in Energy and Environmental Design (LEED), the Australian Green Stars (GS), and the PEARL assessment system of the United Arab Emirates, in order to contribute to the enhancement of the Egyptian Green Pyramid Rating System (GPRS). The results show the mandatory and optional energy credits that should be considered with their proposed weights according to the present and future needs of green Egypt. The results are compared to data gathered through desk studies and results extracted from recent questionnaires

Designing a Personalized Semantic Web Browser

Web browsing is a complex activity and in general, users are not guided during browsing. Our hypothesis is that by using Semantic Web technologies and personalization methods, browsing can be supported better. However, existing personalization mechanisms on the Web are obstructive; users need to log in to multiple websites and enter their personal information and preferences, and the profiles are different for each site. There is a need for generic user profiles, which can also support the user’s browsing. In this paper, we propose a novel Semantic Web browser using an ontology-driven user modeling architecture to enable semantic and adaptive links. We also introduce a new behavior-based user model. With our approach, users need to log in to their Web browser only and personalization is achieved on different websites

Ontology-based integration of adaptive educational systems

With the growth of adaptive educational systems available to students, semantic integration of user modeling information from these systems is emerging into an important practical task. Ontologies can serve as the major representational framework for such integration. In this paper, we report an experiment on integration of domain models of two different adaptive systems. The differences in domain representations require use of manual mappings provided by human experts. The structure of domain ontology helps to refine the resulting mappings and align human expertise

Towards Identifying Students’ Reasoning using Machine Learning

Causal reasoning is difficult for middle school students to grasp. In this research, we wanted to test the possibility of using machine learning for modeling students’ causal reasoning in a virtual environment designed to assess this skill. Our findings suggest it is possible to use machine learning to emulate student pathways that are able to predict their causal understanding