Differentiating Student Feedbacks for Knowledge Tracing
This work addresses a specific bottleneck in computer-aided education for more accurate student modeling, though it is incremental as it builds on existing KT methods.
The paper tackles the problem of knowledge tracing models neglecting imbalanced discrimination in student responses, which can mislead personalized knowledge state tracking, and proposes a framework that reweights responses and uses adaptive score fusion to improve performance across three mainstream methods and datasets.
Knowledge tracing (KT) is a crucial task in computer-aided education and intelligent tutoring systems, predicting students' performance on new questions from their responses to prior ones. An accurate KT model can capture a student's mastery level of different knowledge topics, as reflected in their predicted performance on different questions. This helps improve the learning efficiency by suggesting appropriate new questions that complement students' knowledge states. However, current KT models have significant drawbacks that they neglect the imbalanced discrimination of historical responses. A significant proportion of question responses provide limited information for discerning students' knowledge mastery, such as those that demonstrate uniform performance across different students. Optimizing the prediction of these cases may increase overall KT accuracy, but also negatively impact the model's ability to trace personalized knowledge states, especially causing a deceptive surge of performance. Towards this end, we propose a framework to reweight the contribution of different responses based on their discrimination in training. Additionally, we introduce an adaptive predictive score fusion technique to maintain accuracy on less discriminative responses, achieving proper balance between student knowledge mastery and question difficulty. Experimental results demonstrate that our framework enhances the performance of three mainstream KT methods on three widely-used datasets.