skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.


Title: Deep Learning vs. Bayesian Knowledge Tracing: Student Models for Interventions.
Bayesian Knowledge Tracing (BKT) is a commonly used approach for student modeling, and Long Short Term Memory (LSTM) is a versatile model that can be applied to a wide range of tasks, such as language translation. In this work, we directly compared three models: BKT, its variant Intervention-BKT (IBKT), and LSTM, on two types of student modeling tasks: post-test scores prediction and learning gains prediction. Additionally, while previous work on student learning has often used skill/knowledge components identified by domain experts, we incorporated an automatic skill discovery method (SK), which includes a nonparametric prior over the exercise-skill assignments, to all three models. Thus, we explored a total of six models: BKT, BKT+SK, IBKT, IBKT+SK, LSTM, and LSTM+SK. Two training datasets were employed, one was collected from a natural language physics intelligent tutoring system named Cordillera, and the other was from a standard probability intelligent tutoring system named Pyrenees. Overall, our results showed that BKT and BKT+SK outperformed the others on predicting post-test scores, whereas LSTM and LSTM+SK achieved the highest accuracy, F1-measure, and area under the ROC curve (AUC) on predicting learning gains. Furthermore, we demonstrated that by combining SK with the BKT model, BKT+SK could reliably predict post-test scores using only the earliest 50% of the entire training sequences. For learning gain early prediction, using the earliest 70% of the entire sequences, LSTM can deliver a comparable prediction as using the entire training sequences. The findings yield a learning environment that can foretell students’ performance and learning gains early, and can render adaptive pedagogical strategy accordingly.  more » « less
Award ID(s):
1651909
PAR ID:
10136454
Author(s) / Creator(s):
Date Published:
Journal Name:
Journal of educational data mining
Volume:
10
Issue:
2
ISSN:
2157-2100
Page Range / eLocation ID:
28-54
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. null (Ed.)
    Abstract: Modeling student learning processes is highly complex since it is influenced by many factors such as motivation and learning habits. The high volume of features and tools provided by computer-based learning environments confounds the task of tracking student knowledge even further. Deep Learning models such as Long-Short Term Memory (LSTMs) and classic Markovian models such as Bayesian Knowledge Tracing (BKT) have been successfully applied for student modeling. However, much of this prior work is designed to handle sequences of events with discrete timesteps, rather than considering the continuous aspect of time. Given that time elapsed between successive elements in a student’s trajectory can vary from seconds to days, we applied a Timeaware LSTM (T-LSTM) to model the dynamics of student knowledge state in continuous time. We investigate the effectiveness of T-LSTM on two domains with very different characteristics. One involves an open-ended programming environment where students can self-pace their progress and T-LSTM is compared against LSTM, Recent Temporal Pattern Mining, and the classic Logistic Regression (LR) on the early prediction of student success; the other involves a classic tutor-driven intelligent tutoring system where the tutor scaffolds the student learning step by step and T-LSTM is compared with LSTM, LR, and BKT on the early prediction of student learning gains. Our results show that TLSTM significantly outperforms the other methods on the self-paced, open-ended programming environment; while on the tutor-driven ITS, it ties with LSTM and outperforms both LR and BKT. In other words, while time-irregularity exists in both datasets, T-LSTM works significantly better than other student models when the pace is driven by students. On the other hand, when such irregularity results from the tutor, T-LSTM was not superior to other models but its performance was not hurt either. 
    more » « less
  2. In this work, we propose a video-based transfer learning approach for predicting problem outcomes of students working with an intelligent tutoring system (ITS). By analyzing a student's face and gestures, our method predicts the outcome of a student answering a problem in an ITS from a video feed. Our work is motivated by the reasoning that the ability to predict such outcomes enables tutoring systems to adjust interventions, such as hints and encouragement, and to ultimately yield improved student learning. We collected a large labeled dataset of student interactions with an intelligent online math tutor consisting of 68 sessions, where 54 individual students solved 2,749 problems. We will release this dataset publicly upon publication of this paper. It will be available at https://www.cs.bu.edu/faculty/betke/research/learning/. Working with this dataset, our transfer-learning challenge was to design a representation in the source domain of pictures obtained “in the wild” for the task of facial expression analysis, and transferring this learned representation to the task of human behavior prediction in the domain of webcam videos of students in a classroom environment. We developed a novel facial affect representation and a user-personalized training scheme that unlocks the potential of this representation. We designed several variants of a recurrent neural network that models the temporal structure of video sequences of students solving math problems. Our final model, named ATL-BP for Affect Transfer Learning for Behavior Prediction, achieves a relative increase in mean F -score of 50 % over the state-of-the-art method on this new dataset. 
    more » « less
  3. The use of Bayesian Knowledge Tracing (BKT) models in predicting student learning and mastery, especially in mathematics, is a well-established and proven approach in learning analytics. In this work, we report on our analysis examining the generalizability of BKT models across academic years attributed to ”detector rot.” We compare the generalizability of Knowledge Training (KT) models by comparing model performance in predicting student knowledge within the academic year and across academic years. Models were trained on data from two popular open-source curricula available through Open Educational Resources. We observed that the models generally were highly performant in predicting student learning within an academic year, whereas certain academic years were more generalizable than other academic years. We posit that the Knowledge Tracing models are relatively stable in terms of performance across academic years yet can still be susceptible to systemic changes and underlying learner behavior. As indicated by the evidence in this paper, we posit that learning platforms leveraging KT models need to be mindful of systemic changes or drastic changes in certain user demographics. 
    more » « less
  4. The use of Bayesian Knowledge Tracing (BKT) models in predicting student learning and mastery, especially in mathematics, is a well-established and proven approach in learning analytics. In this work, we report on our analysis examining the generalizability of BKT models across academic years attributed to ”detector rot.” We compare the generalizability of Knowledge Training (KT) models by comparing model performance in predicting student knowledge within the academic year and across academic years. Models were trained on data from two popular open-source curricula available through Open Educational Resources. We observed that the models generally were highly performant in predicting student learning within an academic year, whereas certain academic years were more generalizable than other academic years. We posit that the Knowledge Tracing models are relatively stable in terms of performance across academic years yet can still be susceptible to systemic changes and underlying learner behavior. As indicated by the evidence in this paper, we posit that learning platforms leveraging KT models need to be mindful of systemic changes or drastic changes in certain user demographics. 
    more » « less
  5. The use of Bayesian Knowledge Tracing (BKT) models in predicting student learning and mastery, especially in mathematics, is a well-established and proven approach in learning analytics. In this work, we report on our analysis examining the generalizability of BKT models across academic years attributed to "detector rot." We compare the generalizability of Knowledge Training (KT) models by comparing model performance in predicting student knowledge within the academic year and across academic years. Models were trained on data from two popular open-source curricula available through Open Educational Resources. We observed that the models generally were highly performant in predicting student learning within an academic year, whereas certain academic years were more generalizable than other academic years. We posit that the Knowledge Tracing models are relatively stable in terms of performance across academic years yet can still be susceptible to systemic changes and underlying learner behavior. As indicated by the evidence in this paper, we posit that learning platforms leveraging KT models need to be mindful of systemic changes or drastic changes in certain user demographics. 
    more » « less