Using Neural Network-Based Knowledge Tracing for a Learning System with Unreliable Skill Tags [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (EDM) (15th, Durham, United Kingdom, Jul 24-27, 2022).

Autor/inn/en	Karumbaiah, Shamya; Zhang, Jiayi; Baker, Ryan S.; Scruggs, Richard; Cade, Whitney; Clements, Margaret; Lin, Shuqiong
Titel	Using Neural Network-Based Knowledge Tracing for a Learning System with Unreliable Skill Tags [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (EDM) (15th, Durham, United Kingdom, Jul 24-27, 2022).
Quelle	(2022), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Artificial Intelligence; Middle School Students; Models; Concept Mapping; Mathematics Skills + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Analogiemodell; Concept Map; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	Considerable amount of research in educational data mining has focused on developing efficient algorithms for Knowledge Tracing (KT). However, in practice, many real-world learning systems used at scale struggle to implement KT capabilities, especially if they weren't originally designed for it. One key challenge is to accurately label existing items with skills, which often turns out to be a herculean task. In this paper, we investigate whether an increasingly popular approach to knowledge tracing, the use of neural network models, can be a partial solution to this problem. We conducted a case study within a commercial math blended learning system. Using the data collected from middle school students' use of the system over two years, we compare the performance of a neural network-based KT model (DKVMN) in three scenarios: 1) with the original (possibly unreliable) system-provided skill tags, 2) with coarser-grained domain tags based on state standards, and 3) without inputting any mappings between content and skills. Our results suggest that including the system-provided skills in the training of the model leads to the worst performance. The best performance is observed when the skills are entirely disregarded. This supports the possibility of bypassing the laborious step of item-skill tagging in real-world learning systems which were not originally designed to work with KT models, especially if the goal is only to predict the performance of a student on future items. We discuss the implications of our findings for practice and future research. [For the full proceedings, see ED623995.] (As Provided).
Anmerkungen	International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: https://educationaldatamining.org/conferences/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01