Improving Low-Resource Knowledge Tracing Tasks by Supervised Pre-training and Importance Mechanism Fine-tuning

Knowledge tracing (KT) aims to estimate student's knowledge mastery based on their historical interactions. Recently, the deep learning based KT (DLKT) approaches have achieved impressive performance in the KT task. These DLKT models heavily rely on the large number of available student interactions. However, due to various reasons such as budget constraints and privacy concerns, observed interactions are very limited in many real-world scenarios, a.k.a, low-resource KT datasets. Directly training a DLKT model on a low-resource KT dataset may lead to overfitting and it is difficult to choose the appropriate deep neural architecture. Therefore, in this paper, we propose a low-resource KT framework called LoReKT to address above challenges. Inspired by the prevalent "pre-training and fine-tuning" paradigm, we aim to learn transferable parameters and representations from rich-resource KT datasets during the pre-training stage and subsequently facilitate effective adaptation to low-resource KT datasets. Specifically, we simplify existing sophisticated DLKT model architectures with purely a stack of transformer decoders. We design an encoding mechanism to incorporate student interactions from multiple KT data sources and develop an importance mechanism to prioritize updating parameters with high importance while constraining less important ones during the fine-tuning stage. We evaluate LoReKT on six public KT datasets and experimental results demonstrate the superiority of our approach in terms of AUC and Accuracy. To encourage reproducible research, we make our data and code publicly available at https://anonymous.4open.science/r/LoReKT-C619.

simpleKT: A Simple But Tough-to-Beat Baseline for Knowledge Tracing

Knowledge tracing (KT) is the problem of predicting students' future performance based on their historical interactions with intelligent tutoring systems. Recently, many works present lots of special methods for applying deep neural networks to KT from different perspectives like model architecture, adversarial augmentation and etc., which make the overall algorithm and system become more and more complex. Furthermore, due to the lack of standardized evaluation protocol \citep{liu2022pykt}, there is no widely agreed KT baselines and published experimental comparisons become inconsistent and self-contradictory, i.e., the reported AUC scores of DKT on ASSISTments2009 range from 0.721 to 0.821 \citep{minn2018deep,yeung2018addressing}. Therefore, in this paper, we provide a strong but simple baseline method to deal with the KT task named \textsc{simpleKT}. Inspired by the Rasch model in psychometrics, we explicitly model question-specific variations to capture the individual differences among questions covering the same set of knowledge components that are a generalization of terms of concepts or skills needed for learners to accomplish steps in a task or a problem. Furthermore, instead of using sophisticated representations to capture student forgetting behaviors, we use the ordinary dot-product attention function to extract the time-aware information embedded in the student learning interactions. Extensive experiments show that such a simple baseline is able to always rank top 3 in terms of AUC scores and achieve 57 wins, 3 ties and 16 loss against 12 DLKT baseline methods on 7 public datasets of different domains. We believe this work serves as a strong baseline for future KT research. Code is available at \url{https://github.com/pykt-team/pykt-toolkit}\footnote{We merged our model to the \textsc{pyKT} benchmark at \url{https://pykt.org/}.}.

Improving Interpretability of Deep Sequential Knowledge Tracing Models with Question-centric Cognitive Representations

Knowledge tracing (KT) is a crucial technique to predict students' future performance by observing their historical learning processes. Due to the powerful representation ability of deep neural networks, remarkable progress has been made by using deep learning techniques to solve the KT problem. The majority of existing approaches rely on the \emph{homogeneous question} assumption that questions have equivalent contributions if they share the same set of knowledge components. Unfortunately, this assumption is inaccurate in real-world educational scenarios. Furthermore, it is very challenging to interpret the prediction results from the existing deep learning based KT models. Therefore, in this paper, we present QIKT, a question-centric interpretable KT model to address the above challenges. The proposed QIKT approach explicitly models students' knowledge state variations at a fine-grained level with question-sensitive cognitive representations that are jointly learned from a question-centric knowledge acquisition module and a question-centric problem solving module. Meanwhile, the QIKT utilizes an item response theory based prediction layer to generate interpretable prediction results. The proposed QIKT model is evaluated on three public real-world educational datasets. The results demonstrate that our approach is superior on the KT prediction task, and it outperforms a wide range of deep learning based KT models in terms of prediction accuracy with better model interpretability. To encourage reproducible results, we have provided all the datasets and code at \url{https://pykt.org/}.

Enhancing Deep Knowledge Tracing with Auxiliary Tasks

Knowledge tracing (KT) is the problem of predicting students' future performance based on their historical interactions with intelligent tutoring systems. Recent studies have applied multiple types of deep neural networks to solve the KT problem. However, there are two important factors in real-world educational data that are not well represented. First, most existing works augment input representations with the co-occurrence matrix of questions and knowledge components\footnote{\label{ft:kc}A KC is a generalization of everyday terms like concept, principle, fact, or skill.} (KCs) but fail to explicitly integrate such intrinsic relations into the final response prediction task. Second, the individualized historical performance of students has not been well captured. In this paper, we proposed \emph{AT-DKT} to improve the prediction performance of the original deep knowledge tracing model with two auxiliary learning tasks, i.e., \emph{question tagging (QT) prediction task} and \emph{individualized prior knowledge (IK) prediction task}. Specifically, the QT task helps learn better question representations by predicting whether questions contain specific KCs. The IK task captures students' global historical performance by progressively predicting student-level prior knowledge that is hidden in students' historical learning interactions. We conduct comprehensive experiments on three real-world educational datasets and compare the proposed approach to both deep sequential KT models and non-sequential models. Experimental results show that \emph{AT-DKT} outperforms all sequential models with more than 0.9\% improvements of AUC for all datasets, and is almost the second best compared to non-sequential models. Furthermore, we conduct both ablation studies and quantitative analysis to show the effectiveness of auxiliary tasks and the superior prediction outcomes of \emph{AT-DKT}.

SC-Ques: A Sentence Completion Question Dataset for English as a Second Language Learners

Sentence completion (SC) questions present a sentence with one or more blanks that need to be filled in, three to five possible words or phrases as options. SC questions are widely used for students learning English as a Second Language (ESL). In this paper, we present a large-scale SC dataset, \textsc{SC-Ques}, which is made up of 292,517 ESL SC questions from real-world standardized English examinations. Furthermore, we build a comprehensive benchmark of automatically solving the SC questions by training the large-scale pre-trained language models on the proposed \textsc{SC-Ques} dataset. We conduct detailed analysis of the baseline models performance, limitations and trade-offs. The data and our code are available for research purposes from: \url{https://github.com/ai4ed/SC-Ques}.

DialogID: A Dialogic Instruction Dataset for Improving Teaching Effectiveness in Online Environments

Online dialogic instructions are a set of pedagogical instructions used in real-world online educational contexts to motivate students, help understand learning materials, and build effective study habits. In spite of the popularity and advantages of online learning, the education technology and educational data mining communities still suffer from the lack of large-scale, high-quality, and well-annotated teaching instruction datasets to study computational approaches to automatically detect online dialogic instructions and further improve the online teaching effectiveness. Therefore, in this paper, we present a dataset of online dialogic instruction detection, \textsc{DialogID}, which contains 30,431 effective dialogic instructions. These teaching instructions are well annotated into 8 categories. Furthermore, we utilize the prevalent pre-trained language models (PLMs) and propose a simple yet effective adversarial training learning paradigm to improve the quality and generalization of dialogic instruction detection. Extensive experiments demonstrate that our approach outperforms a wide range of baseline methods. The data and our code are available for research purposes from: \url{https://github.com/ai4ed/DialogID}.

A Design of A Simple Yet Effective Exercise Recommendation System in K-12 Online Learning

We propose a simple but effective method to recommend exercises with high quality and diversity for students. Our method is made up of three key components: (1) candidate generation module; (2) diversity-promoting module; and (3) scope restriction module. The proposed method improves the overall recommendation performance in terms of recall, and increases the diversity of the recommended candidates by 0.81\% compared to the baselines.

pyKT: A Python Library to Benchmark Deep Learning based Knowledge Tracing Models

Knowledge tracing (KT) is the task of using students' historical learning interaction data to model their knowledge mastery over time so as to make predictions on their future interaction performance. Recently, remarkable progress has been made of using various deep learning techniques to solve the KT problem. However, the success behind deep learning based knowledge tracing (DLKT) approaches is still left somewhat mysterious and proper measurement and analysis of these DLKT approaches remain a challenge. First, data preprocessing procedures in existing works are often private and/or custom, which limits experimental standardization. Furthermore, existing DLKT studies often differ in terms of the evaluation protocol and are far away real-world educational contexts. To address these problems, we introduce a comprehensive python based benchmark platform, \textsc{pyKT}, to guarantee valid comparisons across DLKT methods via thorough evaluations. The \textsc{pyKT} library consists of a standardized set of integrated data preprocessing procedures on 7 popular datasets across different domains, and 10 frequently compared DLKT model implementations for transparent experiments. Results from our fine-grained and rigorous empirical KT studies yield a set of observations and suggestions for effective DLKT, e.g., wrong evaluation setting may cause label leakage that generally leads to performance inflation; and the improvement of many DLKT approaches is minimal compared to the very first DLKT model proposed by Piech et al. \cite{piech2015deep}. We have open sourced \textsc{pyKT} and our experimental results at \url{https://pykt.org/}. We welcome contributions from other research groups and practitioners.