arXiv subjects

Andrew S. Lan

Publications and source records attributed to Andrew S. Lan.

23 records · Page 2Linked to original sources

arXiv2014

Tag-Aware Ordinal Sparse Factor Analysis for Learning and Content Analytics

Machine learning offers novel ways and means to design personalized learning systems wherein each student's educational experience is customized in real time depending on their background, learning goals, and performance to date. SPARse Factor Analysis (SPARFA) is a novel framework for machine learning-based learning analytics, which estimates a learner's knowledge of the concepts underlying a domain, and content analytics, which estimates the relationships among a collection of questions and those concepts. SPARFA jointly learns the associations among the questions and the concepts, learner concept knowledge profiles, and the underlying question difficulties, solely based on the correct/incorrect graded responses of a population of learners to a collection of questions. In this paper, we extend the SPARFA framework significantly to enable: (i) the analysis of graded responses on an ordinal scale (partial credit) rather than a binary scale (correct/incorrect); (ii) the exploitation of tags/labels for questions that partially describe the question{concept associations. The resulting Ordinal SPARFA-Tag framework greatly enhances the interpretability of the estimated concepts. We demonstrate using real educational data that Ordinal SPARFA-Tag outperforms both SPARFA and existing collaborative filtering techniques in predicting missing learner responses.

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arXiv2014

Quantized Matrix Completion for Personalized Learning

The recently proposed SPARse Factor Analysis (SPARFA) framework for personalized learning performs factor analysis on ordinal or binary-valued (e.g., correct/incorrect) graded learner responses to questions. The underlying factors are termed "concepts" (or knowledge components) and are used for learning analytics (LA), the estimation of learner concept-knowledge profiles, and for content analytics (CA), the estimation of question-concept associations and question difficulties. While SPARFA is a powerful tool for LA and CA, it requires a number of algorithm parameters (including the number of concepts), which are difficult to determine in practice. In this paper, we propose SPARFA-Lite, a convex optimization-based method for LA that builds on matrix completion, which only requires a single algorithm parameter and enables us to automatically identify the required number of concepts. Using a variety of educational datasets, we demonstrate that SPARFALite (i) achieves comparable performance in predicting unobserved learner responses to existing methods, including item response theory (IRT) and SPARFA, and (ii) is computationally more efficient.

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arXiv2013

Time-varying Learning and Content Analytics via Sparse Factor Analysis

We propose SPARFA-Trace, a new machine learning-based framework for time-varying learning and content analytics for education applications. We develop a novel message passing-based, blind, approximate Kalman filter for sparse factor analysis (SPARFA), that jointly (i) traces learner concept knowledge over time, (ii) analyzes learner concept knowledge state transitions (induced by interacting with learning resources, such as textbook sections, lecture videos, etc, or the forgetting effect), and (iii) estimates the content organization and intrinsic difficulty of the assessment questions. These quantities are estimated solely from binary-valued (correct/incorrect) graded learner response data and a summary of the specific actions each learner performs (e.g., answering a question or studying a learning resource) at each time instance. Experimental results on two online course datasets demonstrate that SPARFA-Trace is capable of tracing each learner's concept knowledge evolution over time, as well as analyzing the quality and content organization of learning resources, the question-concept associations, and the question intrinsic difficulties. Moreover, we show that SPARFA-Trace achieves comparable or better performance in predicting unobserved learner responses than existing collaborative filtering and knowledge tracing approaches for personalized education.

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arXiv2013

Sparse Factor Analysis for Learning and Content Analytics

We develop a new model and algorithms for machine learning-based learning analytics, which estimate a learner's knowledge of the concepts underlying a domain, and content analytics, which estimate the relationships among a collection of questions and those concepts. Our model represents the probability that a learner provides the correct response to a question in terms of three factors: their understanding of a set of underlying concepts, the concepts involved in each question, and each question's intrinsic difficulty. We estimate these factors given the graded responses to a collection of questions. The underlying estimation problem is ill-posed in general, especially when only a subset of the questions are answered. The key observation that enables a well-posed solution is the fact that typical educational domains of interest involve only a small number of key concepts. Leveraging this observation, we develop both a bi-convex maximum-likelihood and a Bayesian solution to the resulting SPARse Factor Analysis (SPARFA) problem. We also incorporate user-defined tags on questions to facilitate the interpretability of the estimated factors. Experiments with synthetic and real-world data demonstrate the efficacy of our approach. Finally, we make a connection between SPARFA and noisy, binary-valued (1-bit) dictionary learning that is of independent interest.

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arXiv2013

Joint Topic Modeling and Factor Analysis of Textual Information and Graded Response Data

Modern machine learning methods are critical to the development of large-scale personalized learning systems that cater directly to the needs of individual learners. The recently developed SPARse Factor Analysis (SPARFA) framework provides a new statistical model and algorithms for machine learning-based learning analytics, which estimate a learner's knowledge of the latent concepts underlying a domain, and content analytics, which estimate the relationships among a collection of questions and the latent concepts. SPARFA estimates these quantities given only the binary-valued graded responses to a collection of questions. In order to better interpret the estimated latent concepts, SPARFA relies on a post-processing step that utilizes user-defined tags (e.g., topics or keywords) available for each question. In this paper, we relax the need for user-defined tags by extending SPARFA to jointly process both graded learner responses and the text of each question and its associated answer(s) or other feedback. Our purely data-driven approach (i) enhances the interpretability of the estimated latent concepts without the need of explicitly generating a set of tags or performing a post-processing step, (ii) improves the prediction performance of SPARFA, and (iii) scales to large test/assessments where human annotation would prove burdensome. We demonstrate the efficacy of the proposed approach on two real educational datasets.

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