Andres Felipe Zambrano

Valdemar Švábenský, Ryan S. Baker, Andrés Zambrano et al.

Students who take an online course, such as a MOOC, use the course's discussion forum to ask questions or reach out to instructors when encountering an issue. However, reading and responding to students' questions is difficult to scale because of the time needed to consider each message. As a result, critical issues may be left unresolved, and students may lose the motivation to continue in the course. To help address this problem, we build predictive models that automatically determine the urgency of each forum post, so that these posts can be brought to instructors' attention. This paper goes beyond previous work by predicting not just a binary decision cut-off but a post's level of urgency on a 7-point scale. First, we train and cross-validate several models on an original data set of 3,503 posts from MOOCs at University of Pennsylvania. Second, to determine the generalizability of our models, we test their performance on a separate, previously published data set of 29,604 posts from MOOCs at Stanford University. While the previous work on post urgency used only one data set, we evaluated the prediction across different data sets and courses. The best-performing model was a support vector regressor trained on the Universal Sentence Encoder embeddings of the posts, achieving an RMSE of 1.1 on the training set and 1.4 on the test set. Understanding the urgency of forum posts enables instructors to focus their time more effectively and, as a result, better support student learning.

Jaclyn Ocumpaugh, Luc Paquette, Ryan S. Baker et al.

Data Driven Classroom Interviews (DDCIs) are an interviewing technique that is facilitated by recent technological developments in the learning analytics community. DDCIs are short, targeted interviews that allow researchers to contextualize students' interactions with a digital learning environment (e.g., intelligent tutoring systems or educational games) while minimizing the amount of time that the researcher interrupts that learning experience, and focusing researcher time on the events they most want to focus on DDCIs are facilitated by a research tool called the Quick Red Fox (QRF)--an open-source server-client Android app that optimizes researcher time by directing interviewers to users that have just displayed an interesting behavior (previously defined by the research team). QRF integrates with existing student modeling technologies (e.g., behavior-sensing, affect-sensing, detection of self-regulated learning) to alert researchers to key moments in a learner's experience. This manual documents the tech while providing training on the processes involved in developing triggers and interview techniques; it also suggests methods of analyses.

Ryan S. Baker, Nigel Bosch, Stephen Hutt et al.

Recently, ACM FAccT published an article by Kwegyir-Aggrey and colleagues (2023), critiquing the use of AUC ROC in predictive analytics in several domains. In this article, we offer a critique of that article. Specifically, we highlight technical inaccuracies in that paper's comparison of metrics, mis-specification of the interpretation and goals of AUC ROC, the article's use of the accuracy metric as a gold standard for comparison to AUC ROC, and the article's application of critiques solely to AUC ROC for concerns that would apply to the use of any metric. We conclude with a re-framing of the very valid concerns raised in that article, and discuss how the use of AUC ROC can remain a valid and appropriate practice in a well-informed predictive analytics approach taking those concerns into account. We conclude by discussing the combined use of multiple metrics, including machine learning bias metrics, and AUC ROC's place in such an approach. Like broccoli, AUC ROC is healthy, but also like broccoli, researchers and practitioners in our field shouldn't eat a diet of only AUC ROC.