Interactive cognitive assessment tools may be valuable for doctors and therapists to reduce costs and improve quality in healthcare systems. Use cases and scenarios include the assessment of dementia. In this paper, we present our approach to the semi-automatic assessment of dementia. We describe a case study with digital pens for the patients including background, problem description and possible solutions. We conclude with lessons learned when implementing digital tests, and a generalisation for use outside the cognitive impairments field.
The Gromov-Hausdorff distance provides a metric on the set of isometry classes of compact metric spaces. Unfortunately, computing this metric directly is believed to be computationally intractable. Motivated by applications in shape matching and point-cloud comparison, we study a semidefinite programming relaxation of the Gromov-Hausdorff metric. This relaxation can be computed in polynomial time, and somewhat surprisingly is itself a pseudometric. We describe the induced topology on the set of compact metric spaces. Finally, we demonstrate the numerical performance of various algorithms for computing the relaxed distance and apply these algorithms to several relevant data sets. In particular we propose a greedy algorithm for finding the best correspondence between finite metric spaces that can handle hundreds of points.
One of the major challenges to building intelligent educational software is determining what kinds of feedback to give learners. Useful feedback makes use of models of domain-specific knowledge, especially models that are commonly held by potential students. To empirically determine what these models are, student data can be clustered to reveal common misconceptions or common problem-solving strategies. This article describes how analogical retrieval and generalization can be used to cluster automatically analyzed hand-drawn sketches incorporating both spatial and conceptual information. We use this approach to cluster a corpus of hand-drawn student sketches to discover common answers. Common answer clusters can be used for the design of targeted feedback and for assessment.
Valentine, Stephanie (Texas A&M University) | Vides, Francisco (Texas A&M University) | Lucchese, George (Texas A&M University) | Turner, David (Texas A&M University) | Kim, Hong-hoe (Texas A&M University) | Li, Wenzhe (Texas A&M University) | Linsey, Julie (Texas A&M University) | Hammond, Tracy (Texas A&M University)
Introductory engineering courses within large universities often have annual enrollments which can reach up to a thousand students. It is very challenging to achieve differentiated instruction in classrooms with class sizes and student diversity of such great magnitude. Professors can only assess whether students have mastered a concept by using multiple choice questions, while detailed homework assignments, such as planar truss diagrams, are rarely assigned because professors and teaching assistants would be too overburdened with grading to return assignments with valuable feedback in a timely manner. In this paper, we introduce Mechanix, a sketch-based deployed tutoring system for engineering students enrolled in statics courses. Our system not only allows students to enter planar truss and free body diagrams into the system just as they would with pencil and paper, but our system checks the student's work against a hand-drawn answer entered by the instructor, and then returns immediate and detailed feedback to the student. Students are allowed to correct any errors in their work and resubmit until the entire content is correct and thus all of the objectives are learned. Since Mechanix facilitates the grading and feedback processes, instructors are now able to assign free response questions, increasing teacher's knowledge of student comprehension. Furthermore, the iterative correction process allows students to learn during a test, rather than simply displaying memorized information.
We propose a new sketch recognition framework that combines a rich representation of low level visual appearance with a graphical model for capturing high level relationships between symbols. This joint model of appearance and context allows our framework to be less sensitive to noise and drawing variations, improving accuracy and robustness. The result is a recognizer that is better able to handle the wide range of drawing styles found in messy freehand sketches. We evaluate our work on two real-world domains, molecular diagrams and electrical circuit diagrams, and show that our combined approach significantly improves recognition performance.
Most sketch recognition systems are accurate in recognizing either text or shape (graphic) ink strokes, but not both. Distinguishing between shape and text strokes is, therefore, a critical task in recognizing hand drawn digital ink diagrams which commonly contain many text labels and annotations. We have found the ‘entropy rate’ to be an accurate criterion of classification. We found that the entropy rate is significantly higher for text strokes compared to shape strokes and can serve as a distinguishing factor between the two. Using entropy values, our system produced a correct classification rate of 92.06% on test data belonging to diagrammatic domain for which the threshold was trained on. It also performed favorably on data for which no training examples at all were supplied.