Automated Assessment of Comprehension Strategies from Self-Explanations Using Transformers and Multi-task Learning

Autor/inn/en	Nicula, Bogdan; Panaite, Marilena; Arner, Tracy; Balyan, Renu; Dascalu, Mihai; McNamara, Danielle S.
Titel	Automated Assessment of Comprehension Strategies from Self-Explanations Using Transformers and Multi-task Learning
Quelle	(2023), (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Strategies; Reading Comprehension; Metacognition; STEM Education; Artificial Intelligence; Technology Uses in Education; Natural Language Processing; College Students; Scores; Reading Instruction; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Leseverstehen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; STEM; Künstliche Intelligenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Natürliche Sprache; Collegestudent; Leseunterricht; Unterrichtserfolg
Abstract	Self-explanation practice is an effective method to support students in better understanding complex texts. This study focuses on automatically assessing the comprehension strategies employed by readers while understanding STEM texts. Data from 3 datasets (N = 11,833) with self-explanations annotated on different comprehension strategies (i.e., bridging, elaboration, and paraphrasing) and an overall quality score was used to train various machine learning models in both single-task and multi-task setups. Our end-to-end neural architecture considers RoBERTa as an encoder applied to the target and self-explanation texts, combined with handcrafted features for assessing text cohesion and filtering out low-quality examples. The best configuration obtained a 0.699 weighted F1-score for the overall self-explanation quality. [This paper was published in: "AIED 2023, CCIS 1831," edited by N. Wang et al., Springer Nature, 2023, pp. 695-700.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01