Differentiating Student Feedbacks for Knowledge Tracing
Jiajun Cui, Hong Qian, Chanjin Zheng, Lu Wang, Mo Yu, Wei Zhang

TL;DR
This paper introduces a novel framework for knowledge tracing that reweights student responses based on their discriminative power and adaptively fuses predictive scores, improving model accuracy and personalized tracking.
Contribution
It proposes a response reweighting and adaptive score fusion framework to address imbalanced response discrimination in knowledge tracing models.
Findings
Enhanced KT accuracy on multiple datasets
Improved balance between knowledge mastery and question difficulty
Outperforms existing KT methods
Abstract
Knowledge tracing (KT) is a crucial task in computer-aided education and intelligent tutoring systems, predicting students' performance on new questions from their responses to prior ones. An accurate KT model can capture a student's mastery level of different knowledge topics, as reflected in their predicted performance on different questions. This helps improve the learning efficiency by suggesting appropriate new questions that complement students' knowledge states. However, current KT models have significant drawbacks that they neglect the imbalanced discrimination of historical responses. A significant proportion of question responses provide limited information for discerning students' knowledge mastery, such as those that demonstrate uniform performance across different students. Optimizing the prediction of these cases may increase overall KT accuracy, but also negatively impact…
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Taxonomy
TopicsIntelligent Tutoring Systems and Adaptive Learning · Online Learning and Analytics
