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Towards Explainable Prediction Feedback Messages Using BERT 利用BERT实现可解释的预测反馈信息
Q1 Social Sciences Pub Date : 2023-11-09 DOI: 10.1007/s40593-023-00375-w
Anderson Pinheiro Cavalcanti, Rafael Ferreira Mello, Dragan Gašević, Fred Freitas
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引用次数: 0
Crosslingual Content Scoring in Five Languages Using Machine-Translation and Multilingual Transformer Models 基于机器翻译和多语言转换模型的五种语言内容评分
Q1 Social Sciences Pub Date : 2023-11-03 DOI: 10.1007/s40593-023-00370-1
Andrea Horbach, Joey Pehlke, Ronja Laarmann-Quante, Yuning Ding
Abstract This paper investigates crosslingual content scoring, a scenario where scoring models trained on learner data in one language are applied to data in a different language. We analyze data in five different languages (Chinese, English, French, German and Spanish) collected for three prompts of the established English ASAP content scoring dataset. We cross the language barrier by means of both shallow and deep learning crosslingual classification models using both machine translation and multilingual transformer models. We find that a combination of machine translation and multilingual models outperforms each method individually - our best results are reached when combining the available data in different languages, i.e. first training a model on the large English ASAP dataset before fine-tuning on smaller amounts of training data in the target language.
摘要本文研究了跨语言内容评分,即在一种语言的学习者数据上训练的评分模型应用于另一种语言的数据。我们分析了五种不同语言(中文、英文、法文、德文和西班牙文)收集的数据,这些数据来自于已建立的英文ASAP内容评分数据集的三个提示。我们通过使用机器翻译和多语言转换模型的浅学习和深度学习跨语言分类模型来跨越语言障碍。我们发现机器翻译和多语言模型的组合优于每种单独的方法——当结合不同语言的可用数据时,我们达到了最好的结果,即首先在大型英语ASAP数据集上训练模型,然后在目标语言的少量训练数据上进行微调。
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引用次数: 0
Review on Neural Question Generation for Education Purposes 面向教育的神经问题生成研究综述
Q1 Social Sciences Pub Date : 2023-10-31 DOI: 10.1007/s40593-023-00374-x
Said Al Faraby, Adiwijaya Adiwijaya, Ade Romadhony
Abstract Questioning plays a vital role in education, directing knowledge construction and assessing students’ understanding. However, creating high-level questions requires significant creativity and effort. Automatic question generation is expected to facilitate the generation of not only fluent and relevant but also educationally valuable questions. While rule-based methods are intuitive for short inputs, they struggle with longer and more complex inputs. Neural question generation (NQG) has shown better results in this regard. This review summarizes the advancements in NQG between 2016 and early 2022. The focus is on the development of NQG for educational purposes, including challenges and research opportunities. We found that although NQG can generate fluent and relevant factoid-type questions, few studies focus on education. Specifically, there is limited literature using context in the form of multi-paragraphs, which due to the input limitation of the current deep learning techniques, require key content identification. The desirable key content should be important to specific topics or learning objectives and be able to generate certain types of questions. A further research opportunity is controllable NQG systems, which can be customized by taking into account factors like difficulty level, desired answer type, and other individualized needs. Equally important, the results of our review also suggest that it is necessary to create datasets specific to the question generation tasks with annotations that support better learning for neural-based methods.
摘要提问在教育中起着指导知识建构和评价学生理解的重要作用。然而,创造高水平的问题需要大量的创造力和努力。预计自动问题生成不仅有助于生成流利和相关的问题,而且还具有教育价值。虽然基于规则的方法对于短输入是直观的,但它们很难处理更长的、更复杂的输入。神经问题生成(NQG)在这方面表现出较好的效果。本综述总结了2016年至2022年初NQG的进展。重点是发展NQG的教育目的,包括挑战和研究机会。我们发现,虽然NQG可以生成流畅和相关的factoid型问题,但很少有研究关注教育。具体来说,使用多段落形式的上下文的文献有限,由于当前深度学习技术的输入限制,需要识别关键内容。理想的关键内容应该对特定的主题或学习目标很重要,并且能够产生特定类型的问题。一个进一步的研究机会是可控的NQG系统,它可以通过考虑难度等级、期望的答案类型和其他个性化需求等因素来定制。同样重要的是,我们的综述结果还表明,有必要创建特定于问题生成任务的数据集,并添加注释,以支持基于神经的方法更好地学习。
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引用次数: 0
Navigating Ethical Benefits and Risks as AIED Comes of Age 引导道德利益和风险的AIED成年
Q1 Social Sciences Pub Date : 2023-10-18 DOI: 10.1007/s40593-023-00350-5
Ken Koedinger
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引用次数: 0
How and When: The Impact of Metacognitive Knowledge Instruction and Motivation on Transfer Across Intelligent Tutoring Systems 如何及何时:元认知知识教学及动机对跨智能辅导系统迁移的影响
Q1 Social Sciences Pub Date : 2023-09-27 DOI: 10.1007/s40593-023-00371-0
Mark Abdelshiheed, Tiffany Barnes, Min Chi
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引用次数: 0
Automated Gaze-Based Identification of Students’ Strategies in Histogram Tasks through an Interpretable Mathematical Model and a Machine Learning Algorithm 通过可解释的数学模型和机器学习算法自动识别直方图任务中学生的策略
Q1 Social Sciences Pub Date : 2023-09-22 DOI: 10.1007/s40593-023-00368-9
Lonneke Boels, Enrique Garcia Moreno-Esteva, Arthur Bakker, Paul Drijvers
Abstract As a first step toward automatic feedback based on students’ strategies for solving histogram tasks we investigated how strategy recognition can be automated based on students’ gazes. A previous study showed how students’ task-specific strategies can be inferred from their gazes. The research question addressed in the present article is how data science tools (interpretable mathematical models and machine learning analyses) can be used to automatically identify students’ task-specific strategies from students’ gazes on single histograms. We report on a study of cognitive behavior that uses data science methods to analyze its data. The study consisted of three phases: (1) using a supervised machine learning algorithm (MLA) that provided a baseline for the next step, (2) designing an interpretable mathematical model (IMM), and (3) comparing the results. For the first phase, we used random forest as a classification method implemented in a software package (Wolfram Research Mathematica, ‘Classify Function’) that automates many aspects of the data handling, including creating features and initially choosing the MLA for this classification. The results of the random forests (1) provided a baseline to which we compared the results of our IMM (2). The previous study revealed that students’ horizontal or vertical gaze patterns on the graph area were indicative of most students’ strategies on single histograms. The IMM captures these in a model. The MLA (1) performed well but is a black box. The IMM (2) is transparent, performed well, and is theoretically meaningful. The comparison (3) showed that the MLA and IMM identified the same task-solving strategies. The results allow for the future design of teacher dashboards that report which students use what strategy, or for immediate, personalized feedback during online learning, homework, or massive open online courses (MOOCs) through measuring eye movements, for example, with a webcam.
作为基于学生解决直方图任务的策略自动反馈的第一步,我们研究了如何基于学生的注视自动识别策略。之前的一项研究表明,学生的特定任务策略可以从他们的目光中推断出来。本文解决的研究问题是如何使用数据科学工具(可解释的数学模型和机器学习分析)从学生对单个直方图的注视中自动识别学生的特定任务策略。我们报告了一项使用数据科学方法分析其数据的认知行为研究。该研究包括三个阶段:(1)使用监督机器学习算法(MLA)为下一步提供基线,(2)设计可解释的数学模型(IMM),(3)比较结果。在第一阶段,我们使用随机森林作为在软件包中实现的分类方法(Wolfram Research Mathematica,“classification Function”),该软件包自动化了数据处理的许多方面,包括创建特征和最初为该分类选择MLA。随机森林(1)的结果为我们比较IMM(2)的结果提供了一个基线。之前的研究表明,学生在图形区域的水平或垂直凝视模式表明了大多数学生在单个直方图上的策略。IMM在一个模型中捕获这些。MLA(1)表现良好,但却是一个黑匣子。IMM(2)是透明的,性能良好,具有理论意义。对比(3)表明,MLA和IMM识别出相同的任务解决策略。研究结果为未来教师仪表板的设计提供了依据,这些仪表板可以报告哪些学生使用了什么策略,或者在在线学习、家庭作业或大规模在线开放课程(MOOCs)期间,通过测量眼球运动(例如,使用网络摄像头),获得即时、个性化的反馈。
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引用次数: 0
Can ChatGPT Pass High School Exams on English Language Comprehension? ChatGPT能通过高中英语语言理解考试吗?
Q1 Social Sciences Pub Date : 2023-09-13 DOI: 10.1007/s40593-023-00372-z
Joost C. F. de Winter
Abstract Launched in late November 2022, ChatGPT, a large language model chatbot, has garnered considerable attention. However, ongoing questions remain regarding its capabilities. In this study, ChatGPT was used to complete national high school exams in the Netherlands on the topic of English reading comprehension. In late December 2022, we submitted the exam questions through the ChatGPT web interface (GPT-3.5). According to official norms, ChatGPT achieved a mean grade of 7.3 on the Dutch scale of 1 to 10—comparable to the mean grade of all students who took the exam in the Netherlands, 6.99. However, ChatGPT occasionally required re-prompting to arrive at an explicit answer; without these nudges, the overall grade was 6.5. In March 2023, API access was made available, and a new version of ChatGPT, GPT-4, was released. We submitted the same exams to the API, and GPT-4 achieved a score of 8.3 without a need for re-prompting. Additionally, employing a bootstrapping method that incorporated randomness through ChatGPT’s ‘temperature’ parameter proved effective in self-identifying potentially incorrect answers. Finally, a re-assessment conducted with the GPT-4 model updated as of June 2023 showed no substantial change in the overall score. The present findings highlight significant opportunities but also raise concerns about the impact of ChatGPT and similar large language models on educational assessment.
ChatGPT是一个大型语言模型聊天机器人,于2022年11月下旬推出,引起了人们的广泛关注。然而,有关其能力的问题仍然存在。在本研究中,ChatGPT被用于完成荷兰的全国高中英语阅读理解考试。在2022年12月下旬,我们通过ChatGPT网络界面(GPT-3.5)提交了试题。根据官方标准,ChatGPT在荷兰1到10的评分标准中平均得分为7.3分,与荷兰所有参加考试的学生的平均得分6.99分相当。然而,ChatGPT有时需要重新提示才能得到明确的答案;如果没有这些助推,总分是6.5分。在2023年3月,API访问可用,并发布了新版本的ChatGPT, GPT-4。我们向API提交了相同的测试,GPT-4在不需要重新提示的情况下获得了8.3分。此外,通过ChatGPT的“温度”参数引入随机性的自举方法在自我识别潜在错误答案方面被证明是有效的。最后,使用截至2023年6月更新的GPT-4模型进行的重新评估显示,总体得分没有实质性变化。目前的研究结果强调了重要的机会,但也提出了对ChatGPT和类似的大型语言模型对教育评估的影响的担忧。
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引用次数: 22
Text-based Question Difficulty Prediction: A Systematic Review of Automatic Approaches 基于文本的问题难度预测:自动方法的系统回顾
IF 4.9 Q1 Social Sciences Pub Date : 2023-09-08 DOI: 10.1007/s40593-023-00362-1
Samah AlKhuzaey, Floriana Grasso, Terry R. Payne, V. Tamma
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引用次数: 1
Investigating the Impact of Backward Strategy Learning in a Logic Tutor: Aiding Subgoal Learning Towards Improved Problem Solving 逻辑教师逆向策略学习的影响研究:帮助子目标学习提高问题解决能力
Q1 Social Sciences Pub Date : 2023-08-21 DOI: 10.1007/s40593-023-00338-1
Preya Shabrina, Behrooz Mostafavi, Mark Abdelshiheed, Min Chi, Tiffany Barnes
Abstract Learning to derive subgoals reduces the gap between experts and students and makes students prepared for future problem solving. Researchers have explored subgoal-labeled instructional materials in traditional problem solving and within tutoring systems to help novices learn to subgoal. However, only a little research is found on problem-solving strategies in relationship with subgoal learning. Also, these strategies are under-explored within computer-based tutors and learning environments. The backward problem-solving strategy is closely related to the process of subgoaling, where problem solving iteratively refines the goal into a new subgoal to reduce difficulty. In this paper, we explore a training strategy for backward strategy learning within an intelligent logic tutor that teaches logic-proof construction. The training session involved backward worked examples (BWE) and problem solving (BPS) to help students learn backward strategy towards improving their subgoaling and problem-solving skills. To evaluate the training strategy, we analyzed students’ 1) experience with and engagement in learning backward strategy, 2) performance and 3) proof construction approaches in new problems that they solved independently without tutor help after each level of training and in posttest. Our results showed that, when new problems were given to solve without any tutor help, students who were trained with both BWE and BPS outperformed students who received none of the treatment or only BWE during training. Additionally, students trained with both BWE and BPS derived subgoals during proof construction with significantly higher efficiency than the other two groups.
学习推导子目标可以减少专家和学生之间的差距,使学生为将来解决问题做好准备。研究人员已经在传统的问题解决和辅导系统中探索了子目标标记的教学材料,以帮助新手学习子目标。然而,关于问题解决策略与子目标学习之间关系的研究却很少。此外,这些策略在基于计算机的导师和学习环境中尚未得到充分探索。后向问题解决策略与子目标过程密切相关,问题求解迭代地将目标细化为新的子目标以降低难度。在本文中,我们探索了一种在智能逻辑导师中教授逻辑证明结构的向后策略学习的训练策略。培训课程包括逆向工作示例(BWE)和问题解决(BPS),帮助学生学习逆向策略,以提高他们的分目标和解决问题的能力。为了评估训练策略,我们分析了学生在每个级别的训练和后测中,1)学习落后策略的经验和参与程度,2)在没有导师帮助的情况下独立解决新问题的表现和3)证明构建方法。我们的研究结果表明,在没有任何导师帮助的情况下解决新问题时,同时接受BWE和BPS训练的学生比在训练期间没有接受任何治疗或只接受BWE训练的学生表现得更好。此外,同时接受BWE和BPS训练的学生在证明构建过程中获得子目标的效率显著高于其他两组。
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引用次数: 0
AI in Education, Learner Control, and Human-AI Collaboration 人工智能在教育、学习者控制和人工智能协作中的应用
IF 4.9 Q1 Social Sciences Pub Date : 2023-08-21 DOI: 10.1007/s40593-023-00356-z
Peter Brusilovsky
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引用次数: 1
期刊
International Journal of Artificial Intelligence in Education
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