个性化课程推荐中的 TB-BGAT 与 TinyBERT 和 BiGRU

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of Information and Communication Technology Education Pub Date : 2024-07-16 DOI:10.4018/ijicte.345358
Jing Chen, Weiyu Ye
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引用次数: 0

摘要

针对用户特征提取不足、冷启动和数据稀疏等问题,提出了一种利用 TB-BGAT 的个性化课程推荐算法。首先,利用Tiny Bidirectional Encoder Representation from Transformers(TinyBERT)模型输出字符级单词向量;然后,利用Bidirectional Recurrent Neural Network(BiGRU)模型获取嵌入式上下文语义特征。最后,利用注意力机制为各种课程特征分配权重,赋予其重要性,从而获得输出结果。在公开数据集 MOOCs-Course 上的实验结果证明,与其他几种最先进的课程资源推荐算法相比,所提出的方法在精确度、召回率和 F1 分数上分别提高了至少 3.62%、3.04% 和 3.33%。所提出的方法可以增强课程推荐模型的有效性,提高学习者的在线学习质量,为在线教育学习平台提供良好的技术支持。
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TB-BGAT With TinyBERT and BiGRU in Personalized Course Recommendations
Aiming at the problems of inadequate user feature extraction, cold start and sparse data, a personalized course recommendation algorithm that utilizes TB-BGAT is suggested. First, the Tiny Bidirectional Encoder Representation from Transformers (TinyBERT) model is utilized to output character-level word vectors; then, Bidirectional Recurrent Neural Network (BiGRU) model is utilized to obtain the embedded contextual semantic features. Finally, the attention mechanism is utilized to allocate weights to various course features by assigning their importance and to obtain the output results. The results of experiment on the publicly available dataset MOOCs-Course prove that the proposed method improves at least 3.62%, 3.04%, and 3.33% in precision, recall, and F1-score, correspondingly, in contrast to several other state-of-the-art course resource recommendation algorithms. The proposed method can enhance the effectiveness of the course recommendation model, enhance the quality of learners' online learning, and provide good technical support for online education learning platforms.
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来源期刊
CiteScore
4.20
自引率
10.00%
发文量
26
期刊介绍: IJICTE publishes contributions from all disciplines of information technology education. In particular, the journal supports multidisciplinary research in the following areas: •Acceptable use policies and fair use laws •Administrative applications of information technology education •Corporate information technology training •Data-driven decision making and strategic technology planning •Educational/ training software evaluation •Effective planning, marketing, management and leadership of technology education •Impact of technology in society and related equity issues
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