Blending Assessment and Instructional Assisting
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Does Learner Control Affect Learning?
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Learning factors analysis – a general method for cognitive model evaluation and improvement
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Detecting the Learning Value of Items In a Randomized Problem Set
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Towards the prediction of user actions on exercises with hints based on survey results
EC-TEL'11 Proceedings of the 6th European conference on Technology enhanced learning: towards ubiquitous learning
Using data mining findings to aid searching for better cognitive models
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
Content learning analysis using the moment-by-moment learning detector
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
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A basic question of instruction is how effective it is in promoting student learning. This paper presents a study determining the relative efficacy of different instructional content by applying an educational data mining technique, learning decomposition. We use logistic regression to determine how much learning caused by different methods of presenting same skill, relative to each other. We analyze more than 60,000 performance data across 181 items from more than 2,000 students. Our results show that items are not all as effective on promoting student learning. We also did preliminary study on validating our results by comparing them with rankings from human experts. Our study demonstrates an easier and quicker approach of evaluating the quality of ITS contents than experimental studies.