TY - GEN
T1 - Inferring learners’ knowledge from observed actions
AU - Rafferty, Anna N.
AU - LaMar, Michelle M.
AU - Griffiths, Thomas L.
N1 - Funding Information:
crobe game data (supported by NSF grant number DRL-0816359). We also thank Benj Shapiro and HyeYoung Shin for help with data collection. This work was supported by a DoD NDSEG Fellowship to ANR and NSF grant number IIS-0845410 to TLG.
Publisher Copyright:
© 2012 www.educationaldatamining.org. All rights reserved.
PY - 2012
Y1 - 2012
N2 - Teachers gain significant information about their students through close observation of classroom activities. By noting which actions a student takes to achieve particular goals, a teacher can often infer the knowledge possessed by the student and diagnose misconceptions. In this work, we develop a framework for automatically inferring a student’s underlying beliefs from a set of observed actions. This framework relies on modeling how student actions follow from beliefs about the effects of those actions. We demonstrate the practicality of this approach by modeling empirical student data from an educational game and validate its performance via a controlled lab experiment. In the educational game, inferences were consistent with conventional assessment measures; in the lab experiment, the model’s inferences reflect participants’ stated beliefs.
AB - Teachers gain significant information about their students through close observation of classroom activities. By noting which actions a student takes to achieve particular goals, a teacher can often infer the knowledge possessed by the student and diagnose misconceptions. In this work, we develop a framework for automatically inferring a student’s underlying beliefs from a set of observed actions. This framework relies on modeling how student actions follow from beliefs about the effects of those actions. We demonstrate the practicality of this approach by modeling empirical student data from an educational game and validate its performance via a controlled lab experiment. In the educational game, inferences were consistent with conventional assessment measures; in the lab experiment, the model’s inferences reflect participants’ stated beliefs.
UR - http://www.scopus.com/inward/record.url?scp=85084016287&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85084016287&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85084016287
T3 - Proceedings of the 5th International Conference on Educational Data Mining, EDM 2012
BT - Proceedings of the 5th International Conference on Educational Data Mining, EDM 2012
A2 - Yacef, Kalina
A2 - Zaiane, Osmar R.
A2 - Hershkovitz, Arnon
A2 - Yudelson, Michael
PB - www.educationaldatamining.org
T2 - 5th International Conference on Educational Data Mining, EDM 2012
Y2 - 19 June 2012 through 21 June 2012
ER -