EQGG: 自动生成问题组

IF 2.9 3区 教育学 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS
Po-Chun Huang;Ying-Hong Chan;Ching-Yu Yang;Hung-Yuan Chen;Yao-Chung Fan
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引用次数: 0

摘要

问题生成(QG)任务在自适应学习中起着至关重要的作用。虽然问题生成任务的性能有了很大提高,但现有的问题生成任务研究离实际应用还很远。需要加强的一点是考虑问题组的生成,这一点仍未触及。在组建问题组时,应考虑生成问题之间的内部因素。本文结合神经语言模型和遗传算法,提出了一个两阶段框架,以解决问题组生成的问题。此外,本文还基于基准数据集进行了实验评估,结果表明所提出的框架明显优于所比较的基线框架。此外,还进行了人工评估,以验证设计并了解其局限性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
EQGG: Automatic Question Group Generation
Question generation (QG) task plays a crucial role in adaptive learning. While significant QG performance advancements are reported, the existing QG studies are still far from practical usage. One point that needs strengthening is to consider the generation of question group , which remains untouched. For forming a question group, intrafactors among generated questions should be considered. This article proposes a two-stage framework by combining neural language models and genetic algorithms for addressing the issue of question group generation. Furthermore, experimental evaluation based on benchmark datasets is conducted, and the results show that the proposed framework significantly outperforms the compared baselines. Human evaluations are also conducted to validate the design and understand the limitations.
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来源期刊
IEEE Transactions on Learning Technologies
IEEE Transactions on Learning Technologies COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-
CiteScore
7.50
自引率
5.40%
发文量
82
审稿时长
>12 weeks
期刊介绍: The IEEE Transactions on Learning Technologies covers all advances in learning technologies and their applications, including but not limited to the following topics: innovative online learning systems; intelligent tutors; educational games; simulation systems for education and training; collaborative learning tools; learning with mobile devices; wearable devices and interfaces for learning; personalized and adaptive learning systems; tools for formative and summative assessment; tools for learning analytics and educational data mining; ontologies for learning systems; standards and web services that support learning; authoring tools for learning materials; computer support for peer tutoring; learning via computer-mediated inquiry, field, and lab work; social learning techniques; social networks and infrastructures for learning and knowledge sharing; and creation and management of learning objects.
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