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Register a new userMUSE: Multi-Scale Temporal Features Evolution for Knowledge Tracing
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Chengwei Zhang
Publication date
2021
fields
Informatics Engineering
and research's language is
English
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Transformer based knowledge tracing model is an extensively studied problem in the field of computer-aided education. By integrating temporal features into the encoder-decoder structure, transformers can processes the exercise information and student response information in a natural way. However, current state-of-the-art transformer-based variants still share two limitations. First, extremely long temporal features cannot well handled as the complexity of self-attention mechanism is O(n2). Second, existing approaches track the knowledge drifts under fixed a window size, without considering different temporal-ranges. To conquer these problems, we propose MUSE, which is equipped with multi-scale temporal sensor unit, that takes either local or global temporal features into consideration. The proposed model is capable to capture the dynamic changes in users knowledge states at different temporal-ranges, and provides an efficient and powerful way to combine local and global features to make predictions. Our method won the 5-th place over 3,395 teams in the Riiid AIEd Challenge 2020.
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With the increasing demands of personalized learning, knowledge tracing has become important which traces students knowledge states based on their historical practices. Factor analysis methods mainly use two kinds of factors which are separately related to students and questions to model students knowledge states. These methods use the total number of attempts of students to model students learning progress and hardly highlight the impact of the most recent relevant practices. Besides, current factor analysis methods ignore rich information contained in questions. In this paper, we propose Multi-Factors Aware Dual-Attentional model (MF-DAKT) which enriches question representations and utilizes multiple factors to model students learning progress based on a dual-attentional mechanism. More specifically, we propose a novel student-related factor which records the most recent attempts on relevant concepts of students to highlight the impact of recent exercises. To enrich questions representations, we use a pre-training method to incorporate two kinds of question information including questions relation and difficulty level. We also add a regularization term about questions difficulty level to restrict pre-trained question representations to fine-tuning during the process of predicting students performance. Moreover, we apply a dual-attentional mechanism to differentiate contributions of factors and factor interactions to final prediction in different practice records. At last, we conduct experiments on several real-world datasets and results show that MF-DAKT can outperform existing knowledge tracing methods. We also conduct several studies to validate the effects of each component of MF-DAKT.
With the rapid development in online education, knowledge tracing (KT) has become a fundamental problem which traces students knowledge status and predicts their performance on new questions. Questions are often numerous in online education systems, and are always associated with much fewer skills. However, the previous literature fails to involve question information together with high-order question-skill correlations, which is mostly limited by data sparsity and multi-skill problems. From the model perspective, previous models can hardly capture the long-term dependency of student exercise history, and cannot model the interactions between student-questions, and student-skills in a consistent way. In this paper, we propose a Graph-based Interaction model for Knowledge Tracing (GIKT) to tackle the above probems. More specifically, GIKT utilizes graph convolutional network (GCN) to substantially incorporate question-skill correlations via embedding propagation. Besides, considering that relevant questions are usually scattered throughout the exercise history, and that question and skill are just different instantiations of knowledge, GIKT generalizes the degree of students master of the question to the interactions between the students current state, the students history related exercises, the target question, and related skills. Experiments on three datasets demonstrate that GIKT achieves the new state-of-the-art performance, with at least 1% absolute AUC improvement.
This paper focuses on tracing player knowledge in educational games. Specifically, given a set of concepts or skills required to master a game, the goal is to estimate the likelihood with which the current player has mastery of each of those concepts or skills. The main contribution of the paper is an approach that integrates machine learning and domain knowledge rules to find when the player applied a certain skill and either succeeded or failed. This is then given as input to a standard knowledge tracing module (such as those from Intelligent Tutoring Systems) to perform knowledge tracing. We evaluate our approach in the context of an educational game called Parallel to teach parallel and concurrent programming with data collected from real users, showing our approach can predict students skills with a low mean-squared error.
Knowledge graphs have been demonstrated to be an effective tool for numerous intelligent applications. However, a large amount of valuable knowledge still exists implicitly in the knowledge graphs. To enrich the existing knowledge graphs, recent years witness that many algorithms for link prediction and knowledge graphs embedding have been designed to infer new facts. But most of these studies focus on the static knowledge graphs and ignore the temporal information that reflects the validity of knowledge. Developing the model for temporal knowledge graphs completion is an increasingly important task. In this paper, we build a new tensor decomposition model for temporal knowledge graphs completion inspired by the Tucker decomposition of order 4 tensor. We demonstrate that the proposed model is fully expressive and report state-of-the-art results for several public benchmarks. Additionally, we present several regularization schemes to improve the strategy and study their impact on the proposed model. Experimental studies on three temporal datasets (i.e. ICEWS2014, ICEWS2005-15, GDELT) justify our design and demonstrate that our model outperforms baselines with an explicit margin on link prediction task.
Reasoning in a temporal knowledge graph (TKG) is a critical task for information retrieval and semantic search. It is particularly challenging when the TKG is updated frequently. The model has to adapt to changes in the TKG for efficient training and inference while preserving its performance on historical knowledge. Recent work approaches TKG completion (TKGC) by augmenting the encoder-decoder framework with a time-aware encoding function. However, naively fine-tuning the model at every time step using these methods does not address the problems of 1) catastrophic forgetting, 2) the models inability to identify the change of facts (e.g., the change of the political affiliation and end of a marriage), and 3) the lack of training efficiency. To address these challenges, we present the Time-aware Incremental Embedding (TIE) framework, which combines TKG representation learning, experience replay, and temporal regularization. We introduce a set of metrics that characterizes the intransigence of the model and propose a constraint that associates the deleted facts with negative labels. Experimental results on Wikidata12k and YAGO11k datasets demonstrate that the proposed TIE framework reduces training time by about ten times and improves on the proposed metrics compared to vanilla full-batch training. It comes without a significant loss in performance for any traditional measures. Extensive ablation studies reveal performance trade-offs among different evaluation metrics, which is essential for decision-making around real-world TKG applications.
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