Incorporating Student Response Time and Tutor Instructional Interventions into Student Modeling
Incorporating Student Response Time and Tutor Instructional Interventions into Student Modeling
复制标题
将学生反应时间和导师教学干预纳入学生建模
DOI：
10.1145/2930238.2930291
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Min Chi
中科院分区：
文献类型：
--
作者：
Chen Lin;Shitian Shen;Min Chi
贝叶斯知识追踪(BKT)是目前应用最广泛的学生建模方法之一。它使用成绩(不正确，正确)来推断学生的知识状态(未学，已学)。然而，表现可能是嘈杂的，因此我们探索了另一种类型的观察--学生反应时间。在此基础上，我们提出了干预贝叶斯知识追踪(Interaction Bayes Knowledge Tracing，BKT)，它可以将多种类型的教学干预融入到传统的BKT模型中。我们的结果表明，对于下一步的成绩预测，干预-BKT比BKT更有效；而预测学生的考后成绩，包括学生的反应时间，会比单独使用成绩得到更好的结果。
Bayesian Knowledge Tracing (BKT) is one of the most widely adopted student-modeling methods. It uses performance (incorrect,correct) to infer student knowledge state (unlearned, learned). However, performance can be noisy and thus we explored another type of observations -- student response time. Furthermore, we proposed Intervention Bayesian Knowledge Tracing (Intervention-BKT) which can incorporate multiple types of instructional interventions into the conventional BKT model. Our results show that for next-step performance predictions, Intervention-BKT is more effective than BKT; whereas to predict students' post-test scores, including student response time would yield better result than using performance alone.