{"title":"结合自适应与进度排序的智能辅导系统","authors":"Tong Mu, Shuhan Wang, Erik Andersen, E. Brunskill","doi":"10.1145/3231644.3231672","DOIUrl":null,"url":null,"abstract":"Learning at scale (LAS) systems like Massive Open Online Classes (MOOCs) have hugely expanded access to high quality educational materials however, such material are frequently time and resource expensive to create. In this work we propose a new approach for automatically and adaptively sequencing practice activities for a particular learner and explore its application for foreign language learning. We evaluate our system through simulation and are in the process of running an experiment. Our simulation results suggest that such an approach may be significantly better than an expert system when there is high variability in the rate of learning among the students and if mastering prerequisites before advancing is important, and is likely to be no worse than an expert system if our generated curriculum approximately describes the necessary structure of learning in students.","PeriodicalId":20634,"journal":{"name":"Proceedings of the Fifth Annual ACM Conference on Learning at Scale","volume":"444 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2018-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"16","resultStr":"{\"title\":\"Combining adaptivity with progression ordering for intelligent tutoring systems\",\"authors\":\"Tong Mu, Shuhan Wang, Erik Andersen, E. Brunskill\",\"doi\":\"10.1145/3231644.3231672\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Learning at scale (LAS) systems like Massive Open Online Classes (MOOCs) have hugely expanded access to high quality educational materials however, such material are frequently time and resource expensive to create. In this work we propose a new approach for automatically and adaptively sequencing practice activities for a particular learner and explore its application for foreign language learning. We evaluate our system through simulation and are in the process of running an experiment. Our simulation results suggest that such an approach may be significantly better than an expert system when there is high variability in the rate of learning among the students and if mastering prerequisites before advancing is important, and is likely to be no worse than an expert system if our generated curriculum approximately describes the necessary structure of learning in students.\",\"PeriodicalId\":20634,\"journal\":{\"name\":\"Proceedings of the Fifth Annual ACM Conference on Learning at Scale\",\"volume\":\"444 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2018-06-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"16\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Proceedings of the Fifth Annual ACM Conference on Learning at Scale\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1145/3231644.3231672\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of the Fifth Annual ACM Conference on Learning at Scale","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1145/3231644.3231672","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Combining adaptivity with progression ordering for intelligent tutoring systems
Learning at scale (LAS) systems like Massive Open Online Classes (MOOCs) have hugely expanded access to high quality educational materials however, such material are frequently time and resource expensive to create. In this work we propose a new approach for automatically and adaptively sequencing practice activities for a particular learner and explore its application for foreign language learning. We evaluate our system through simulation and are in the process of running an experiment. Our simulation results suggest that such an approach may be significantly better than an expert system when there is high variability in the rate of learning among the students and if mastering prerequisites before advancing is important, and is likely to be no worse than an expert system if our generated curriculum approximately describes the necessary structure of learning in students.