Abstract
Intelligent tutoring systems that utilize Bayesian Knowledge Tracing have achieved the ability to accurately predict student performance not only within the intelligent tutoring system, but on paper post-tests outside of the system. Recent work has suggested that contextual estimation of student guessing and slipping leads to better prediction within the tutoring software (Baker, Corbett, & Aleven, 2008a, 2008b). However, it is not yet clear whether this new variant on knowledge tracing is effective at predicting the latent student knowledge that leads to successful post-test performance. In this paper, we compare the Contextual-Guess-and-Slip variant on Bayesian Knowledge Tracing to classical four-parameter Bayesian Knowledge Tracing and the Individual Difference Weights variant of Bayesian Knowledge Tracing (Corbett & Anderson, 1995), investigating how well each model variant predicts post-test performance. We also test other ways to utilize contextual estimation of slipping within the tutor in post-test prediction, and discuss hypotheses for why slipping during tutor use is a significant predictor of post-test performance, even after Bayesian Knowledge Tracing estimates are controlled for.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Baker, R.S.J.d., Corbett, A.T., Aleven, V.: More Accurate Student Modeling Through Contextual Estimation of Slip and Guess Probabilities in Bayesian Knowledge Tracing. In: Proceedings of the 9th International Conference on Intelligent Tutoring Systems, pp. 406–415 (2008)
Baker, R.S.J.d., Corbett, A.T., Aleven, V.: Improving Contextual Models of Guessing and Slipping with a Truncated Training Set. In: Proceedings of the 1st International Conference on Educational Data Mining, pp. 67–76 (2008)
Beck, J.E., Chang, K.-m.: Identifiability: A fundamental problem of student modeling. In: Conati, C., McCoy, K., Paliouras, G. (eds.) UM 2007. LNCS (LNAI), vol. 4511, pp. 137–146. Springer, Heidelberg (2007)
Boyd, S., Vandenberghe, L.: Convex Optimization. Cambridge University Press, Cambridge (2004)
Corbett, A.: Cognitive computer tutors: Solving the two- sigma problem. In: Bauer, M., Gmytrasiewicz, P.J., Vassileva, J. (eds.) UM 2001. LNCS (LNAI), vol. 2109, pp. 137–147. Springer, Heidelberg (2001)
Corbett, A.T., Anderson, J.R.: Knowledge Tracing: Modeling the Acquisition of Procedural Knowledge. User Modeling and User-Adapted Interaction 4, 253–278 (1995)
Corbett, A., Kauffman, L., Maclaren, B., Wagner, A., Jones, E.: A Cognitive Tutor for Genetics Problem Solving: Learning Gains and Student Modeling. Journal of Educational Computing Research 42, 219–239 (2010)
Fogarty, J., Baker, R., Hudson, S.: Case Studies in the use of ROC Curve Analysis for Sensor-Based Estimates in Human Computer Interaction. In: Proceedings of Graphics Interface, pp. 129–136 (2005)
Hawkins, D.M.: The Problem of Overfitting. Journal of Chemical Information and Computer Sciences 44(1), 1–12 (2004)
Koedinger, K.R., Corbett, A.T.: Cognitive tutors: Technology bringing learning sciences to the classroom. In: Sawyer, R.K. (ed.) The Cambridge handbook of the learning sciences, pp. 61–77. Cambridge University Press, New York (2006)
Martin, J., VanLehn, K.: Student Assessment Using Bayesian Nets. International Journal of Human-Computer Studies 42, 575–591 (1995)
Pavlik, P.I., Cen, H., Koedinger, J.R.: Performance Factors Analysis – A New Alternative to Knowledge Tracing. In: Proceedings of the 14th International Conference on Artificial Intelligence in Education, pp. 531–540 (2009)
Reye, J.: Student Modeling based on Belief Networks. International Journal of Artificial Intelligence in Education 14, 1–33 (2004)
Ritter, S., Harris, T., Nixon, T., Dickinson, D., Murray, R.C., Towle, B.: Reducing the Knowledge Tracing Space. In: Proceedings of the 2nd International Conference on Educational Data Mining, pp. 151–160 (2009)
Rosenthal, R., Rosnow, R.L.: Essentials of Behavioral Research: Methods and Data Analysis, 2nd edn. McGraw-Hill, Boston (1991)
Schmidt, R.A., Bjork, R.A.: New conceptualizations of practice: common principles in three paradigms suggest new concepts for training. Psychological Science 3(4), 207–217 (1992)
Schwartz, D.L., Martin, T.: Inventing to prepare for future learning: The hidden efficiency of encouraging original student production in statistics instruction. Cognition and Instruction 22, 129–184 (2004)
Shute, V.J.: SMART: Student modeling approach for responsive tutoring. User Modeling and User-Adapted Interaction 5(1), 1–44 (1995)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Baker, R.S.J.d. et al. (2010). Contextual Slip and Prediction of Student Performance after Use of an Intelligent Tutor. In: De Bra, P., Kobsa, A., Chin, D. (eds) User Modeling, Adaptation, and Personalization. UMAP 2010. Lecture Notes in Computer Science, vol 6075. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-13470-8_7
Download citation
DOI: https://doi.org/10.1007/978-3-642-13470-8_7
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-13469-2
Online ISBN: 978-3-642-13470-8
eBook Packages: Computer ScienceComputer Science (R0)