Search for: All records

Understanding student practice behavior and its connection to their learning is essential for effective recommender systems that provide personalized learning support. In this study, we apply a sequential pattern mining approach to analyze student practice behavior in a practice system for introductory Python programming. Our goal is to identify different types of practice behavior and connect them to student performance. We examine two types of practice sequences: (1) by login session and (2) by learning topic. For each sequence type, we use SPAM (Sequential PAttern Mining) to identify the most frequent micro-patterns and build behavior profiles of individual learners as vectors of micro-pattern frequencies observed in their behavior. We confirm that these vectors are stable for both sequence types (p < 0.03 for session sequences and p < 0.003 for topic sequences). Using the vectors, we perform K-means clustering where we identify two practice behaviors: example explorers and persistent finishers. We repeat this experiment using different coding approaches for student sequences and obtain similar clusters. Our results suggest that example explorers and persistent finishers might represent two typical types of divergent student behaviors in a programming practice system. Finally, to better understand the relationship between students' background knowledge, learning outcomes, and practice behavior, we perform statistical analyses to assess the significance of the associations among pre-test scores, cluster assignments, and final course grades. 

Social interactions among classroom peers, represented as social learning networks (SLNs), play a crucial role in enhancing learning outcomes. While SLN analysis has recently garnered attention, most existing approaches rely on centralized training, where data is aggregated and processed on a local/cloud server with direct access to raw data. However, in real-world educational settings, such direct access across multiple classrooms is often restricted due to privacy concerns. Furthermore, training models on isolated classroom data prevents the identification of common interaction patterns that exist across multiple classrooms, thereby limiting model performance. To address these challenges, we propose one of the first frameworks that integrates Federated Learning (FL), a distributed and collaborative machine learning (ML) paradigm, with SLNs derived from students' interactions in multiple classrooms' online forums to predict future link formations (i.e., interactions) among students. By leveraging FL, our approach enables collaborative model training across multiple classrooms while preserving data privacy, as it eliminates the need for raw data centralization. Recognizing that each classroom may exhibit unique student interaction dynamics, we further employ model personalization techniques to adapt the FL model to individual classroom characteristics. Our results demonstrate the effectiveness of our approach in capturing both shared and classroom-specific representations of student interactions in SLNs. Additionally, we utilize explainable AI (XAI) techniques to interpret model predictions, identifying key factors that influence link formation across different classrooms. These insights unveil the drivers of social learning interactions within a privacy-preserving, collaborative, and distributed ML framework—an aspect that has not been explored before. 

The majority of current research on the application of artificial intelligence (AI) and machine learning (ML) in science, technology, engineering, and mathematics (STEM) education relies on centralized model training architectures. Typically, this involves pooling data at a centralized location alongside an ML model training module, such as a cloud server. However, this approach necessitates transferring student data across the network, leading to privacy concerns. In this paper, we explore the application of federated learning (FL), a highly recognized distributed ML technique, within the educational ecosystem. We highlight the potential benefits FL offers to students, classrooms, and institutions. Also, we identify a range of technical, logistical, and ethical challenges that impede the sustainable implementation of FL in the education sector. Finally, we discuss a series of open research directions, focusing on nuanced aspects of FL implementation in educational contexts. These directions aim to explore and address the complexities of applying FL in varied educational settings, ensuring its deployment is technologically sound, beneficial, and equitable for all stakeholders involved.