Towards the Identifiability and Explainability for Personalized Learner Modeling: An Inductive Paradigm
Jiatong Li, Qi Liu, Fei Wang, Jiayu Liu, Zhenya Huang, Fangzhou Yao,, Linbo Zhu, Yu Su

TL;DR
This paper introduces ID-CDF, a new framework for personalized learner modeling that enhances identifiability and explainability by using an inductive, response-based paradigm, improving diagnosis accuracy without overfitting.
Contribution
The paper proposes a novel response-proficiency-response paradigm and an inductive learning framework to improve identifiability and explainability in cognitive diagnosis models.
Findings
ID-CDF effectively addresses non-identifiability and overfitting issues.
ID-CDF maintains diagnosis accuracy across diverse datasets.
The framework enhances interpretability of learner cognitive states.
Abstract
Personalized learner modeling using cognitive diagnosis (CD), which aims to model learners' cognitive states by diagnosing learner traits from behavioral data, is a fundamental yet significant task in many web learning services. Existing cognitive diagnosis models (CDMs) follow the proficiency-response paradigm that views learner traits and question parameters as trainable embeddings and learns them through learner performance prediction. However, we notice that this paradigm leads to the inevitable non-identifiability and explainability overfitting problem, which is harmful to the quantification of learners' cognitive states and the quality of web learning services. To address these problems, we propose an identifiable cognitive diagnosis framework (ID-CDF) based on a novel response-proficiency-response paradigm inspired by encoder-decoder models. Specifically, we first devise the…
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Taxonomy
TopicsOnline Learning and Analytics · Intelligent Tutoring Systems and Adaptive Learning · Educational Technology and Assessment
