Cold Start Knowledge Tracing with Attentive Neural Turing Machine

Jinjin Zhao, Shreyansh P. Bhatt, Candace Thille, Neelesh Gattani, D. Zimmaro
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引用次数: 6

Abstract

Deep learning based knowledge tracing approaches achieve high accuracy in mastery prediction with pattern extraction on a large learning behavior data set. However, when there is little training data available, these approaches either fail to extract the key patterns or result in over fitting. Ideally, we aim to provide a similar learning experience to both the first group of learners, who interact with a new course or a new activity with little learning behavior data to provide personalized guidance, and the learners who interact with the course later. We propose a novel architecture, Attentive Neural Turing Machine (ANTM), to solve the cold start knowledge tracing problem. The proposed ANTM comprises an attentive controller module and differential reading and writing processes with extra memory bank. Accuracy (ACC) and Area Under Curve (AUC) measures are used for model performance comparison. Results show the proposed approach can learn fast and generalize well to unseen data. It achieves around 95% ACC trained with only 3 learners, while conventional deep learning based approaches achieve only 65% ACC with over prediction issues.
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基于细心神经图灵机的冷启动知识跟踪
基于深度学习的知识跟踪方法通过对大型学习行为数据集的模式提取实现了较高的掌握预测精度。然而,当可用的训练数据很少时,这些方法要么无法提取关键模式,要么导致过度拟合。理想情况下,我们的目标是为第一组学习者和后来与课程互动的学习者提供类似的学习体验,第一组学习者与新课程或新活动互动,几乎没有学习行为数据来提供个性化指导。为了解决冷启动知识跟踪问题,提出了一种新的结构——细心神经图灵机(ANTM)。该算法由一个细心控制器模块和差分读写过程组成,并带有额外的存储库。准确度(ACC)和曲线下面积(AUC)度量用于模型性能比较。结果表明,该方法学习速度快,对未知数据有较好的泛化能力。仅用3个学习者就能达到95%的ACC,而传统的基于深度学习的方法只能达到65%的ACC,并且存在过度预测的问题。
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Trust, Sustainability and [email protected] L@S'22: Ninth ACM Conference on Learning @ Scale, New York City, NY, USA, June 1 - 3, 2022 L@S'21: Eighth ACM Conference on Learning @ Scale, Virtual Event, Germany, June 22-25, 2021 Leveraging Book Indexes for Automatic Extraction of Concepts in MOOCs Evaluating Bayesian Knowledge Tracing for Estimating Learner Proficiency and Guiding Learner Behavior
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