Do We Fully Understand Students' Knowledge States? Identifying and Mitigating Answer Bias in Knowledge Tracing
Chaoran Cui, Hebo Ma, Chen Zhang, Chunyun Zhang, Yumo Yao, Meng Chen,, Yuling Ma

TL;DR
This paper identifies answer bias in knowledge tracing models, proposes a causality-based framework called CORE to mitigate it, and demonstrates improved debiased inference across multiple models and datasets.
Contribution
It introduces a novel causality-inspired framework, CORE, that effectively reduces answer bias in knowledge tracing models, enhancing their understanding of students' true knowledge states.
Findings
CORE improves prediction accuracy by mitigating answer bias.
The framework is applicable to multiple existing KT models.
Experimental results show significant debiasing effects on benchmark datasets.
Abstract
Knowledge tracing (KT) aims to monitor students' evolving knowledge states through their learning interactions with concept-related questions, and can be indirectly evaluated by predicting how students will perform on future questions. In this paper, we observe that there is a common phenomenon of answer bias, i.e., a highly unbalanced distribution of correct and incorrect answers for each question. Existing models tend to memorize the answer bias as a shortcut for achieving high prediction performance in KT, thereby failing to fully understand students' knowledge states. To address this issue, we approach the KT task from a causality perspective. A causal graph of KT is first established, from which we identify that the impact of answer bias lies in the direct causal effect of questions on students' responses. A novel COunterfactual REasoning (CORE) framework for KT is further…
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Taxonomy
TopicsIntelligent Tutoring Systems and Adaptive Learning · Online Learning and Analytics · Topic Modeling
