Personalized learning environments requiring the elicitation
of a student’s knowledge state have inspired researchers to
propose distinct models to understand that knowledge state.
Recently, the spotlight has shone on comparisons between
traditional, interpretable models such as Bayesian Knowledge
Tracing (BKT) and complex, opaque neural network
models such as Deep Knowledge Tracing (DKT). Although
DKT appears to be a powerful predictive model, little effort
has been expended to dissect the source of its strength.
We begin with the observation that DKT differs from BKT
along three dimensions: (1) DKT is a neural network with
many free parameters, whereas BKT is a probabilistic model
with few free parameters; (2) a single instance of DKT is
used to model all skills in a domain, whereas a separate
instance of BKT is constructed for each skill; and (3) the input
to DKT interlaces practice from multiple skills, whereas
the input to BKT is separated by skill. We tease apart these
three dimensions by constructing versions of DKT which are
trained on single skills and which are trained on sequences
separated by skill. Exploration of three data sets reveals
that dimensions (1) and (3) are critical; dimension (2) is
not. Our investigation gives us insight into the structural
regularities in the data that DKT is able to exploit but that
BKT cannot.
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Extending Deep Knowledge Tracing: Inferring Interpretable Knowledge and Predicting Post System Performance
Recent student knowledge modeling algorithms such as Deep Knowledge Tracing
(DKT) and Dynamic Key-Value Memory Networks (DKVMN) have been shown to produce
accurate predictions of problem correctness within the same learning system. However, these algorithms do not attempt to directly infer student knowledge. In this paper we present an extension to these algorithms to also infer knowledge. We apply this extension to DKT and DKVMN, resulting in knowledge estimates that correlate better with a posttest than knowledge estimates from Bayesian Knowledge Tracing (BKT), an algorithm designed to infer knowledge, and another classic algorithm, Performance Factors Analysis (PFA). We also apply our extension to correctness predictions from BKT and PFA, finding that knowledge estimates produced with it correlate better with the posttest than BKT and PFA’s standard knowledge estimates. These findings are significant since the primary aim of education is to prepare students for later experiences outside of the immediate learning activity.
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- Award ID(s):
- 1661153
- PAR ID:
- 10226385
- Date Published:
- Journal Name:
- Proceedings of the 28th International Conference on Computers in Education
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Accepted Manuscript1.0
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