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Toward the Evaluation of Educational Videos using Bayesian Knowledge Tracing and Big Data 基于贝叶斯知识追踪和大数据的教育视频评价研究
Pub Date : 2015-03-14 DOI: 10.1145/2724660.2728690
Zachary MacHardy, Z. Pardos
Along with the advent of MOOCs and other online learning platforms such as Khan Academy, the role of online education has continued to grow in relation to that of traditional on-campus instruction. Rather than tackle the problem of evaluating large educational units such as entire online courses, this paper approaches a smaller problem: exploring a framework for evaluating more granular educational units, in this case, short educational videos. We have chosen to leverage an adaptation of traditional Bayesian Knowledge Tracing (BKT), intended to incorporate the usage of video content in addition to assessment activity. By exploring the change in predictive error when alternately including or omitting video activity, we suggest a metric for determining the relevance of videos to associated assessments. To validate our hypothesis and demonstrate the application of our proposed methods we use data obtained from the popular Khan Academy website.
随着mooc和可汗学院(Khan Academy)等其他在线学习平台的出现,与传统的校园教学相比,在线教育的作用不断增强。本文没有解决评估大型教育单元(如整个在线课程)的问题,而是解决了一个较小的问题:探索一个评估更细粒度教育单元的框架,在这种情况下,是短教育视频。我们选择利用对传统贝叶斯知识追踪(BKT)的改编,目的是在评估活动之外结合视频内容的使用。通过探索交替包含或省略视频活动时预测误差的变化,我们提出了一种确定视频与相关评估相关性的度量。为了验证我们的假设并演示我们提出的方法的应用,我们使用了从流行的可汗学院网站上获得的数据。
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引用次数: 3
Analysis of a Large-Scale Formative Writing Assessment System with Automated Feedback 具有自动反馈的大规模形成性写作评估系统分析
Pub Date : 2015-03-14 DOI: 10.1145/2724660.2728688
P. Foltz, Mark Rosenstein
Formative writing systems with automated scoring provide opportunities for students to write, receive feedback, and then revise essays in a timely iterative cycle. This paper describes ongoing investigations of a formative writing tool through mining student data in order to understand how the system performs and to measure improvement in student writing. The sampled data included over 1.3M student essays written in response to approximately 200 pre-defined prompts as well as a log of all student actions and computer generated feedback. Analyses both measured and modeled changes in student performance over revisions, the effects of system responses and the amount of time students spent working on assignments. Implications are discussed for employing large-scale data analytics to improve educational outcomes, to understand the role of feedback in writing, to drive improvements in formative technology and to aid in designing better kinds of feedback and scaffolding to support students in the writing process.
具有自动评分的形成性写作系统为学生提供了写作、接收反馈,然后在及时的迭代循环中修改文章的机会。本文描述了通过挖掘学生数据对形成性写作工具进行的调查,以了解该系统的性能并衡量学生写作的改进。抽样数据包括130多万篇学生论文,这些论文是根据大约200个预定义的提示以及所有学生行为和计算机生成的反馈而写的。分析学生成绩在修订、系统反应的影响和学生花在作业上的时间上的测量和建模变化。本文讨论了采用大规模数据分析来改善教育成果、理解反馈在写作中的作用、推动形成技术的改进以及帮助设计更好的反馈和脚手架来支持学生的写作过程的影响。
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引用次数: 14
Viz-R: Using Recency to Improve Student and Domain Models vi - r:使用近因性来改进学生模型和领域模型
Pub Date : 2015-03-14 DOI: 10.1145/2724660.2728706
Ilya M. Goldin, April Galyardt
We describe a new method to troubleshoot and improve domain and student models from interactive learning environments. The method applies as long as the models can generate predictions of student behavior. The method is a visualization of model predictions, categorized using a metric of recent performance. We describe the method, its application in prior work to student models, and a proposed extension to domain models.
我们描述了一种新的方法来排除故障并改进交互式学习环境中的领域和学生模型。只要模型能够预测学生的行为,这种方法就适用。该方法是模型预测的可视化,使用最近表现的度量进行分类。我们描述了该方法,它在学生模型的前期工作中的应用,以及对领域模型的扩展。
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引用次数: 1
An E-Report Scoring Method based on Student Peer Evaluation using Groupware 基于群件的学生同伴评价电子报告评分方法
Pub Date : 2015-03-14 DOI: 10.1145/2724660.2728674
Yuanyuan Wang, Yukiko Kawai, Setsuko Miyamoto, K. Sumiya
Nowadays, many universities utilize groupware support for students to post and share their e-reports, and the students can browse and vote other students' reports in e-learning. Teachers then need to evaluate all students' reports, but this will require a great deal of time and effort for a fair evaluation of the reports. Therefore, we propose an e-report scoring method based on student peer evaluation by considering the relationship between voting and posting time of the e-reports, to promote the quality of the votes and prevent unfair votes. Then, the method can provide scores of reports based on a voting graph by analyzing students who vote the reports. In this paper, we perform a student peer evaluation using groupware based on voting with a "Like" button in a course practice, and compare the results with teachers' evaluation.
现在,许多大学利用群件支持学生发布和共享他们的电子报告,学生可以在电子学习中浏览和投票其他学生的报告。然后,教师需要评估所有学生的报告,但这将需要大量的时间和精力来公平评估报告。因此,我们提出了一种基于学生同伴评价的电子报告评分方法,考虑投票与电子报告发布时间的关系,以提高投票质量,防止不公平投票。然后,该方法可以通过分析投票报告的学生来提供基于投票图的报告分数。在本文中,我们在一个课程实践中使用群件进行了基于投票的学生同伴评价,并将结果与教师的评价进行了比较。
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引用次数: 0
Exploring Collaborative Storytelling as a Method for Creating Educational Games 探讨合作讲故事作为创造教育游戏的方法
Pub Date : 2015-03-14 DOI: 10.1145/2724660.2728692
Ruth Wylie, E. Finn, J. Eschrich, Kiyash Monsef, R. Hawkins
Designing educational games that meet both learning and entertainment objectives is a challenging task. Games that begin by developing specific educational goals and are later wrapped in a game or narrative context risk appearing forced, while those that begin with gaming elements to which educational elements are added may appear superficial. In this paper, we describe the methodology and results from a three-day interdisciplinary hackathon for developing game narratives designed to address both needs. We present details regarding the hackathon, the collaborative teams, and an example of the outcomes produced.
设计同时满足学习和娱乐目标的教育游戏是一项具有挑战性的任务。以开发特定的教育目标开始,然后融入游戏或叙事背景的游戏可能会显得很勉强,而那些以游戏元素开始并添加教育元素的游戏可能会显得肤浅。在本文中,我们描述了一场为期三天的跨学科黑客马拉松的方法和结果,旨在开发满足这两种需求的游戏叙述。我们将介绍有关黑客马拉松、协作团队的详细信息,以及产生的结果的示例。
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引用次数: 1
Proceedings of the Second (2015) ACM Conference on Learning @ Scale 第二届(2015)ACM Learning @ Scale会议论文集
Pub Date : 2015-03-14 DOI: 10.1145/2724660
G. Kiczales, D. Russell, B. Woolf
It is our great pleasure to welcome you to ACM conference Learning at Scale 2015. In this, the second year of the conference, we have seen a significant growth in the number of submissions to the conference and an overall improvement in the quality of the contributions. This year's conference continues the tradition of being the premier forum for presentation of research results and inside stories about what makes online educational systems operate at scale. The call for papers attracted submissions from all over the world, covering a broad range of topics from the theoretical to the pragmatic. The program committee reviewed and accepted the following: Venue or Track Reviewed Accepted Full Technical Papers 90 23 25% Short Technical Papers 12 5 41% Work in Progress Papers 54 47 80% Since the conference is still in its formative years, we accepted a large fraction of all the Works in Progress because we found the experience of reading through them to be so valuable. We are still a nascent field, and learning about the very latest work reflects the rapidly changing nature of what we know to be true. We encourage attendees to attend both keynotes. These valuable and insightful talks can and will guide us to a better understanding of the future of our field: Achieving 96% mastery at national scale through inspired learning and generative adaptivity, Zoran Popovic (University of Washington) Machine Learning for Learning at Scale, Peter Norvig (Google)
我们非常高兴地欢迎您参加2015年ACM大规模学习会议。今年是会议的第二年,我们看到提交给会议的文件数量有了显著的增长,文章的质量也有了全面的提高。今年的会议延续了作为展示研究成果和内幕故事的主要论坛的传统,这些故事是关于是什么使在线教育系统大规模运作的。论文征集吸引了来自世界各地的投稿,涵盖了从理论到实用的广泛主题。项目委员会审查并接受了以下内容:地点或轨道审查已接受的完整技术论文90篇23篇25%短技术论文12篇5篇41%正在进行的论文54篇47篇80%由于会议仍处于形成阶段,我们接受了所有正在进行的工作的很大一部分,因为我们发现阅读它们的经验非常宝贵。我们仍然是一个新生的领域,学习最新的工作反映了我们所知道的真实的快速变化的本质。我们鼓励与会者同时参加两个主题演讲。这些有价值和有见地的演讲可以并将引导我们更好地理解我们领域的未来:通过启发学习和生成适应在全国范围内实现96%的掌握,Zoran Popovic(华盛顿大学),大规模学习的机器学习,Peter Norvig (b谷歌)
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引用次数: 5
Learning the Features Used To Decide How to Teach 学习用来决定如何教学的特征
Pub Date : 2015-03-14 DOI: 10.1145/2724660.2728707
Min Hyung Lee, Joe Runde, Warfa Jibril, Zhuoying Wang, E. Brunskill
As a step towards scaling personalized instruction, we seek to automatically identify the key features of the interactive learning process teachers use to select the next activity when teaching a single student. Such features could both inform computational student models designed to facilitate instructional decisions, and help enable automated self-improving teaching systems that leverage this identified feature set. We present preliminary results that a very small set of features is almost as good as a much larger set of features at predicting human tutor decisions when teaching students about histograms.
作为扩大个性化教学的一步,我们试图自动识别教师在教授单个学生时用于选择下一个活动的交互式学习过程的关键特征。这些特征既可以为设计用于促进教学决策的计算学生模型提供信息,也可以帮助实现利用这些已识别的特征集的自动自我改进的教学系统。我们提出的初步结果表明,在教授学生直方图时,一个非常小的特征集几乎与一个大得多的特征集一样好,可以预测人类导师的决定。
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引用次数: 5
Improving Student Modeling Through Partial Credit and Problem Difficulty 通过部分学分和问题难度提高学生建模能力
Pub Date : 2015-03-14 DOI: 10.1145/2724660.2724667
Korinn S. Ostrow, Christopher Donnelly, Seth A. Adjei, N. Heffernan
Student modeling within intelligent tutoring systems is a task largely driven by binary models that predict student knowledge or next problem correctness (i.e., Knowledge Tracing (KT)). However, using a binary construct for student assessment often causes researchers to overlook the feedback innate to these platforms. The present study considers a novel method of tabling an algorithmically determined partial credit score and problem difficulty bin for each student's current problem to predict both binary and partial next problem correctness. This study was conducted using log files from ASSISTments, an adaptive mathematics tutor, from the 2012-2013 school year. The dataset consisted of 338,297 problem logs linked to 15,253 unique student identification numbers. Findings suggest that an efficiently tabled model considering partial credit and problem difficulty performs about as well as KT on binary predictions of next problem correctness. This method provides the groundwork for modifying KT in an attempt to optimize student modeling.
智能辅导系统中的学生建模是一项主要由二元模型驱动的任务,该模型预测学生的知识或下一个问题的正确性(即知识跟踪(KT))。然而,使用二元结构的学生评估往往导致研究人员忽视了这些平台固有的反馈。本研究考虑了一种新的方法,为每个学生的当前问题列出一个算法确定的部分信用评分和问题难度bin,以预测二进制和部分下一个问题的正确性。本研究使用自适应数学导师ASSISTments 2012-2013学年的日志文件进行。该数据集由338,297个问题日志组成,这些日志与15,253个唯一的学生识别号相关联。研究结果表明,考虑部分信用和问题难度的有效表模型在对下一个问题正确性的二元预测上的表现与KT一样好。该方法为修改KT提供了基础,以尝试优化学生建模。
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引用次数: 26
Connecting Stories and Pedagogy Increases Participant Engagement in Discussions 将故事和教学法联系起来,提高参与者在讨论中的参与度
Pub Date : 2015-03-14 DOI: 10.1145/2724660.2728670
Vineet Pandey, Yasmine Kotturi, Chinmay Kulkarni, Michael S. Bernstein, Scott R. Klemmer
Student discussions over video in massive classes allow students to explore course content, share personal experiences and get feedback on their ideas. However, such discussions frequently turn into casual conversations without focusing on the curriculum and the learning objectives. This short paper explores whether students can achieve multiple learning objectives by solving challenges collaboratively during discussions. We introduce `think-pair-share' technique for video discussions. Our pilot results, drawn from a Coursera class, suggest that participants prefer to exchange information with their peers using personal stories and connecting stories with curriculum increases participant engagement.
在大规模课堂上,学生通过视频进行讨论,让学生探索课程内容,分享个人经验,并获得对自己想法的反馈。然而,这样的讨论经常变成随意的谈话,而没有关注课程和学习目标。这篇短文探讨了学生是否可以通过在讨论中协作解决挑战来实现多个学习目标。我们为视频讨论引入了“思考-配对-分享”技术。我们从Coursera课程中抽取的试点结果表明,参与者更喜欢通过个人故事与同龄人交流信息,将故事与课程联系起来可以提高参与者的参与度。
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引用次数: 2
Using and Designing Platforms for In Vivo Educational Experiments 活体教学实验平台的使用与设计
Pub Date : 2015-02-14 DOI: 10.1145/2724660.2728704
J. Williams, Korinn S. Ostrow, Xiaolu Xiong, Elena L. Glassman, Juho Kim, Samuel G. Maldonado, Na Li, J. Reich, N. Heffernan
In contrast to typical laboratory experiments, the everyday use of online educational resources by large populations and the prevalence of software infrastructure for A/B testing leads us to consider how platforms can embed in vivo experiments that do not merely support research, but ensure practical improvements to their educational components. Examples are presented of randomized experimental comparisons conducted by subsets of the authors in three widely used online educational platforms -- Khan Academy, edX, and ASSISTments. We suggest design principles for platform technology to support randomized experiments that lead to practical improvements -- enabling Iterative Improvement and Collaborative Work -- and explain the benefit of their implementation by WPI co-authors in the ASSISTments platform.
与典型的实验室实验相比,大量人群日常使用在线教育资源以及A/B测试软件基础设施的普及使我们考虑平台如何嵌入体内实验,这些实验不仅支持研究,而且确保对其教育组件进行实际改进。在三个广泛使用的在线教育平台——可汗学院、edX和ASSISTments上,作者的子集进行了随机实验比较。我们建议平台技术的设计原则,以支持导致实际改进的随机实验——使迭代改进和协作工作成为可能——并解释WPI共同作者在ASSISTments平台中实现它们的好处。
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引用次数: 6
期刊
Proceedings of the Second (2015) ACM Conference on Learning @ Scale
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