In the area of student knowledge assessment, knowledge tracing is a model that has been used for over a decade to predict student knowledge and performance. Many modifications to this model have been proposed and evaluated, however, the modifications are often based on a combination of intuition and experience in the domain. This method of model improvement can be difficult for researchers without high level of domain experience and furthermore, the best improvements to the model could be unintuitive ones. Therefore, we propose a completely data driven approach to model improvement. This alternative allows for researchers to evaluate which aspects of a model are most likely to result in model performance improvement. Our results suggest a variety of different improvements to knowledge tracing many of which have not been explored.

Concept maps are frequently used in K-12 educational settings. The purpose of this study is to determine whether students’ performance on interactive concept map tasks in Guru, an intelligent tutoring system, is related to immediate and delayed learning outcomes. Guru is a dialogue-based system for high-school biology that intersperses concept map tasks within the tutorial dialogue. Results indicated that when students first attempt to complete concept maps, time spent on the maps may be a good indicator of their understanding, whereas the errors they make on their second attempts with the maps may be an indicator of the knowledge they are lacking.  This pattern of results was observed for one cycle of testing, but not replicated in a second cycle. Differences in the findings for the two testing cycles are most likely due to topic variations.

Intelligent Tutoring Systems (ITSs) have begun to incorporate game-based components in an attempt to balance the learning benefits of ITSs with the motivational benefits of games. iSTART-ME (Motivationally Enhanced) is a new game-based learning environment that was developed on top of an existing ITS (iSTART). In a multi-session lab-based efficacy study with 125 high school students, those students with a low prior reading ability who were trained by a game-based tutoring system (iSTART-ME) or a traditional intelligent tutoring system (iSTART-Regular) performed significantly better on posttest measures than students assigned to a time-delayed control condition. Additionally, the low reading ability students who interacted with the game-based system had a tendency to gain more than students in the traditional ITS system.

We evaluated an affect-sensitive version of AutoTutor, a dialogue based ITS that simulates human tutors. While the original AutoTutor is sensitive to students’ cognitive states, the affect-sensitive tutor (Supportive tutor) also responds to students’ affective states (boredom, confusion, and frustration) with empathetic, encouraging, and motivational dialogue moves that are accompanied by appropriate emotional expressions. We conducted an experiment that compared the Supportive and Regular (non-affective) tutors over two 30-minute learning sessions with respect to perceived effectiveness, fidelity of cognitive and emotional feedback, engagement, and enjoyment. The results indicated that, irrespective of tutor, students’ ratings of engagement, enjoyment, and perceived learning decreased across sessions, but these ratings were not correlated with actual learning gains. In contrast, students’ perceptions of how closely the computer tutors resembled human tutors increased across learning sessions, was related to the quality of tutor feedback, the increase was greater for the Supportive tutor, and was a powerful predictor of learning. Implications of our findings for the design of affect-sensitive ITSs are discussed.

Using natural language as a way for students to interact with an ITS has many advantages. However, creating the intelligence with which the tutor evaluates a student’s natural language input is challenging. We describe a system, ConceptGrid, that allows non-programmers to create the instruction for checking natural language input. Three tutor authors used the system to develop answer templates for conceptual-based questions in statistics. Results indicate ConceptGrid is a viable system for non-programmers to use to allow students to use natural language to interact with a tutor.

The current paradigm in student modeling has continued to show the power of its simplifying assumption of knowledge as a binary and monotonically increasing construct, the value of which directly causes the outcome of student answers to questions. Recent efforts have focused on optimizing the prediction accuracy of responses to questions using student models. Incorporating individual student parameter interactions has been an interpretable and principled approach which has improved the performance of this task, as demonstrated by its application in the 2010 KDD Cup challenge on Educational Data. Performance prediction, however, can have limited practical utility. The greatest utility of such student models can be their ability to model the tutor and the attributes of the tutor which are causing learning. Harnessing the same simplifying assumption of learning used in student modeling, we can turn this model on its head to effectively tease out the tutor attributes causing learning and begin to optimize the tutor model to benefit the student model.

This paper deals with planning domains that appear in computer games, especially when modeling intelligent virtual agents. Some of these domains contain only actions with no negative effects and are thus treated as easy from the planning perspective. We propose two new techniques to solve the problems in these planning domains, a heuristic search algorithm ANA* and a constraint-based planner RelaxPlan, and we compare them with the state-of-the-art planners, that were successful in IPC, using planning domains motivated by computer games.

In this paper, we outline a system for evaluating the performance of scientific research across a number of outcome metrics (e.g. publications, sales, new hires). Our system is designed to classify research performance into a number of metrics, evaluate each metric’s performance using only data on other metrics, and to cast predictions of future performance by metric. This study shows how data mining techniques can be used to provide a predictive analytic approach to the management of resources for scientific research.

Animal behavior analysis has, in the past, taken a very low tech approach, with direct observer surveillance and automated video surveillance as the norm. These methods are insufficient when one wants to study interactions between large numbers of animals in their housing environment. In this paper we use a housing environment that has been equipped with a system of RFID sensors. RFID transponders were implanted into the study animal, the naked mole rat. The resulting data was analyzed using principal component analysis and frequent pattern mining. Results showed that these methods can identify time periods of high behavioral activity from that of low activity, along with which groups of animals interacted with one another

This work investigates the applicability of several dimensionality reduction techniques for large scale solar data analysis. Using the first solar domain-specific benchmark dataset that contains images of multiple types of phenomena, we investigate linear and non-linear dimensionality reduction methods in order to reduce our storage costs and maintain an accurate representation of our data in a new vector space. We present a comparative analysis between several dimensionality reduction methods and different numbers of target dimensions by utilizing different classifiers in order to determine the percentage of dimensionality reduction that can be achieved on solar data with said methods, and to discover the method that is the most effective for solar images.