What's in a Step? Toward General, Abstract Representations of Tutoring System Log Data
UM '07 Proceedings of the 11th international conference on User Modeling
A comparative analysis of cognitive tutoring and constraint-based modeling
UM'03 Proceedings of the 9th international conference on User modeling
Learning factors analysis – a general method for cognitive model evaluation and improvement
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
User modeling: a notoriously black art
UMAP'11 Proceedings of the 19th international conference on User modeling, adaption, and personalization
Fuzzy logic representation for student modelling: case study on geometry
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
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A step in ITS often involve multiple skills. Thus a step requiring a conjunction of skills is harder than steps that require requiring each individual skill only. We developed two Item-Response Models --- Additive Factor Model (AFM) and Conjunctive Factor Model (CFM) --- to model the conjunctive skills in the student data sets. Both models are compared on simulated data sets and a real assessment data set. We showed that CFM was as good as or better than AFM in the mean cross validation errors on the simulated data. In the real data set CFM is not clearly better. However, AFM is essentially performing as a conjunctive model.