標題: Titlebook: Artificial Intelligence in Education; 21st International C Ig Ibert Bittencourt,Mutlu Cukurova,Eva Millán Conference proceedings 2020 Sprin [打印本頁] 作者: 回憶錄 時間: 2025-3-21 16:37
書目名稱Artificial Intelligence in Education影響因子(影響力)
書目名稱Artificial Intelligence in Education影響因子(影響力)學(xué)科排名
書目名稱Artificial Intelligence in Education網(wǎng)絡(luò)公開度
書目名稱Artificial Intelligence in Education網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Artificial Intelligence in Education被引頻次
書目名稱Artificial Intelligence in Education被引頻次學(xué)科排名
書目名稱Artificial Intelligence in Education年度引用
書目名稱Artificial Intelligence in Education年度引用學(xué)科排名
書目名稱Artificial Intelligence in Education讀者反饋
書目名稱Artificial Intelligence in Education讀者反饋學(xué)科排名
作者: 放牧 時間: 2025-3-21 21:45 作者: LARK 時間: 2025-3-22 02:52 作者: 協(xié)議 時間: 2025-3-22 06:45 作者: Chronological 時間: 2025-3-22 10:53
https://doi.org/10.1007/978-3-658-18740-8 and in turn, have reduced the amount of human annotation necessary for producing a high-quality classification model. After training BERT on expert ratings of constructed responses, we use subsequent automated grading to calculate Cohen’s Kappa as a measure of inter-rater reliability between the au作者: Ligneous 時間: 2025-3-22 13:42 作者: glowing 時間: 2025-3-22 20:47 作者: armistice 時間: 2025-3-23 00:23 作者: Binge-Drinking 時間: 2025-3-23 03:29 作者: Decimate 時間: 2025-3-23 06:43 作者: 強壯 時間: 2025-3-23 12:37
Exploring Automatic Short Answer Grading as a Tool to Assist in Human Rating and in turn, have reduced the amount of human annotation necessary for producing a high-quality classification model. After training BERT on expert ratings of constructed responses, we use subsequent automated grading to calculate Cohen’s Kappa as a measure of inter-rater reliability between the au作者: 可以任性 時間: 2025-3-23 14:35
Multi-document Cohesion Network Analysis: Visualizing Intratextual and Intertextual Linksce levels displays links both within and between documents, thus ensuring ease of visualization for links spanning across multiple documents. Two use cases are provided to evaluate key functionalities and insights for each type of visualization.作者: 單片眼鏡 時間: 2025-3-23 22:01 作者: dissent 時間: 2025-3-24 00:01
Interactive Pedagogical Agents for Learning Sequence Diagramsiagrams. Providing manual timely feedback, though effective, cannot scale for large classes. Our pedagogical agent combining data dependencies and quality metrics with rule-based techniques capturing consistency constraints allowed generation of immediate and holistic feedback. The scaffolding appro作者: 可轉(zhuǎn)變 時間: 2025-3-24 04:16
A Socratic Tutor for Source Code Comprehension learning computer programming. The result shows there are significant differences between the two groups where students who used Socratic Tutor ITS improved their knowledge by 45% in term of learning gain, developed a better understanding of concepts such as nested if-else and for loop, and improve作者: 音樂會 時間: 2025-3-24 09:32
Scientific Modeling Using Large Scale Knowledge of Life. Learners can use VERA to construct conceptual models of ecological phenomena, run them as simulations, and review their predictions. A study on the use of VERA by college-level students indicates that providing access to large scale but contextualized knowledge helped students build more c作者: artless 時間: 2025-3-24 12:44 作者: 閃光東本 時間: 2025-3-24 17:33 作者: kindred 時間: 2025-3-24 22:52
The Potential for the Use of Deep Neural Networks in e-Learning Student Evaluation with New Data Augsonalized learning path through the e-learning system. Assessing student progress at each stage of learning in an individualized process is extremely tedious and arduous. The only solution is to automate assessment using Deep Learning methods. The obstacle is the relatively small amount of data, in 作者: 適宜 時間: 2025-3-24 23:47
Investigating Transformers for Automatic Short Answer Gradinghe Transformer, for increasingly complex natural language processing tasks. Combined with novel unsupervised pre-training tasks such as masked language modeling, sentence ordering or next sentence prediction, those natural language processing models became even more accurate. In this work, we experi作者: 減震 時間: 2025-3-25 04:18
Predicting Learners Need for Recommendation Using Dynamic Graph-Based Knowledge Tracingdual knowledge level, we propose a new model that can predict learners needs for recommendation using dynamic graph-based knowledge tracing. By applying the Gated Recurrent Unit (GRU) and the Attention model, this approach designs a dynamic graph over different time steps. Through learning feature i作者: 暗指 時間: 2025-3-25 10:03 作者: obnoxious 時間: 2025-3-25 15:30
Identification of Students’ Need Deficiency Through a Dialogue System identification of students’ need deficiency is crucial to moral education and the students themselves. Previous psychology research focusing on distinct factors only provides scattered guidelines to identify such need deficiencies and meanwhile few teachers and parents have the related expertise, w作者: 作嘔 時間: 2025-3-25 17:58 作者: Ascribe 時間: 2025-3-25 20:46
EdNet: A Large-Scale Hierarchical Dataset in Educationata-driven approaches for knowledge tracing and learning path recommendation. Unfortunately, collecting student interaction data is challenging and costly. As a result, there is no public large-scale benchmark dataset reflecting the wide variety of student behaviors observed in modern IESs. Although作者: 流動才波動 時間: 2025-3-26 02:27 作者: Stagger 時間: 2025-3-26 05:23 作者: DAMP 時間: 2025-3-26 09:48
Mastery Learning Heuristics and Their Hidden Modelsess mastery, some technologies utilize data-driven models while others use simple heuristics. Prior work has suggested that heuristics may often perform comparably to model-based algorithms. But is there any reason we should expect these heuristics to be reasonable? In this paper, we show that two p作者: 松雞 時間: 2025-3-26 15:18 作者: 遺留之物 時間: 2025-3-26 18:44
What Happens When Gamification Ends? promote engagement and participation in a wide variety of areas including education. For this reason, researchers are increasingly interested in the study of gamification. There are many papers related to the impact that this methodology has on the student’s motivation, engagement or satisfaction. 作者: choroid 時間: 2025-3-26 23:48 作者: 愛管閑事 時間: 2025-3-27 02:34 作者: 溺愛 時間: 2025-3-27 05:38 作者: Yourself 時間: 2025-3-27 13:32
https://doi.org/10.1007/978-3-8350-5424-0t phrases. The best model, based on an Universal Transformer architecture, achieved a BLEU score of 66.01. We also evaluated this model’s capability to perform similar transformation to texts that were simplified by human experts at different levels.作者: 全部 時間: 2025-3-27 14:34 作者: 摸索 時間: 2025-3-27 20:17
https://doi.org/10.1007/978-3-658-18740-8hology theories, which provides a theoretical foundation for the newly proposed system. In addition, reinforcement learning methodology is adopted to learn dialogue policy to serve the designed dialogue system. Experimental results demonstrate that the developed dialogue system achieves its design objectives.作者: 否認 時間: 2025-3-28 00:03
Familienunternehmen und ihre StakeholderBy putting mastery learning heuristics on the same playing field as model-based algorithms, we can gain insights on their hidden assumptions about learning and why they might perform well in practice.作者: 6Applepolish 時間: 2025-3-28 04:06
https://doi.org/10.1007/978-3-322-82895-8e aspects when the test group is no longer gamified. Most studies focus on what happens when gamifying, but not when a group of students stops gamifying. The results obtained will serve to advance a part of the knowledge about gamification.作者: 分發(fā) 時間: 2025-3-28 09:42 作者: refine 時間: 2025-3-28 11:59
Investigating Transformers for Automatic Short Answer Gradingtaset on generalization and performance. We report up?to 13% absolute improvement in macro-average-F1 over state-of-the-art results. We show that models trained with knowledge distillation are feasible for use in short answer grading. Furthermore, we compare multilingual models on a machine-translated version of the SemEval-2013 dataset.作者: stress-response 時間: 2025-3-28 16:51 作者: accomplishment 時間: 2025-3-28 20:38 作者: 秘密會議 時間: 2025-3-28 23:54
What Happens When Gamification Ends?e aspects when the test group is no longer gamified. Most studies focus on what happens when gamifying, but not when a group of students stops gamifying. The results obtained will serve to advance a part of the knowledge about gamification.作者: coddle 時間: 2025-3-29 06:13 作者: 淡紫色花 時間: 2025-3-29 10:11 作者: 加劇 時間: 2025-3-29 13:44
Begriffliche und theoretische Grundlagen,mproved their knowledge by 45% in term of learning gain, developed a better understanding of concepts such as nested if-else and for loop, and improved their confidence level by 13%. Furthermore, the result of the Pearson product-moment correlation coefficient shows a positive correlation (r = 0.68) between feedback from the ITS and learning gain.作者: pineal-gland 時間: 2025-3-29 15:39
Begriffliche und theoretische Grundlagen, on the use of VERA by college-level students indicates that providing access to large scale but contextualized knowledge helped students build more complex models and generate more hypotheses in problem-solving.作者: commune 時間: 2025-3-29 20:01
,Werkzeuge, Checklisten und übungen,ng the Gated Recurrent Unit (GRU) and the Attention model, this approach designs a dynamic graph over different time steps. Through learning feature information and topology representation of nodes/learners, this model can predict with high accuracy of 80,63% learners with low knowledge acquisition and prepare them for further recommendation.作者: 徹底檢查 時間: 2025-3-30 01:35
,Die Unternehmerfamilie — ein Mythos?,ive struggle.” We argue that most existing efforts rely on operationalizations and prediction targets that are misaligned to the approaches of real-world instructional systems. We illustrate facets of misalignment using Carnegie Learning’s . as a case study, raising important questions being addressed by on-going efforts and for future work.作者: 古代 時間: 2025-3-30 07:31
Interactive Pedagogical Agents for Learning Sequence Diagramslity metrics with rule-based techniques capturing consistency constraints allowed generation of immediate and holistic feedback. The scaffolding approach helped to lower the cognitive overload. The pre- and post-tests and survey results revealed substantially improved learning outcomes and student satisfaction.作者: Occlusion 時間: 2025-3-30 09:10
A Socratic Tutor for Source Code Comprehensionmproved their knowledge by 45% in term of learning gain, developed a better understanding of concepts such as nested if-else and for loop, and improved their confidence level by 13%. Furthermore, the result of the Pearson product-moment correlation coefficient shows a positive correlation (r = 0.68) between feedback from the ITS and learning gain.作者: 小故事 時間: 2025-3-30 13:31
Scientific Modeling Using Large Scale Knowledge on the use of VERA by college-level students indicates that providing access to large scale but contextualized knowledge helped students build more complex models and generate more hypotheses in problem-solving.作者: 痛苦一下 時間: 2025-3-30 17:32 作者: 擔(dān)心 時間: 2025-3-31 00:45 作者: 谷類 時間: 2025-3-31 04:05 作者: 貴族 時間: 2025-3-31 08:03
Familienunternehmen und Zukunftsgestaltungsts from Stanford University dataset affirms the effectiveness of our model. BERT achieve good classification accuracy; this will help in early drop out detection and also facilitate future support for learners in confusion state.作者: 調(diào)整 時間: 2025-3-31 13:12 作者: Medley 時間: 2025-3-31 14:37
BERT and Prerequisite Based Ontology for Predicting Learner’s Confusion in MOOCs Discussion Forumssts from Stanford University dataset affirms the effectiveness of our model. BERT achieve good classification accuracy; this will help in early drop out detection and also facilitate future support for learners in confusion state.作者: Perceive 時間: 2025-3-31 20:44
https://doi.org/10.1007/978-3-030-52240-7artificial intelligence; collaborative learning; computational linguistics; computer aided instruction; 作者: 新娘 時間: 2025-4-1 00:17
978-3-030-52239-1Springer Nature Switzerland AG 2020作者: 薄膜 時間: 2025-4-1 02:01
Lecture Notes in Computer Sciencehttp://image.papertrans.cn/b/image/162435.jpg作者: 分期付款 時間: 2025-4-1 09:29 作者: Accede 時間: 2025-4-1 12:17 作者: 希望 時間: 2025-4-1 17:26
Begriffliche und theoretische Grundlagen,iagrams. Providing manual timely feedback, though effective, cannot scale for large classes. Our pedagogical agent combining data dependencies and quality metrics with rule-based techniques capturing consistency constraints allowed generation of immediate and holistic feedback. The scaffolding appro作者: Conquest 時間: 2025-4-1 20:21
Begriffliche und theoretische Grundlagen, learning computer programming. The result shows there are significant differences between the two groups where students who used Socratic Tutor ITS improved their knowledge by 45% in term of learning gain, developed a better understanding of concepts such as nested if-else and for loop, and improve
