This poster is presented at 17th International Conference on Artificial Intelligence in Education (AIED 2015) in Madrid, Spain.

1. Goal:
Guide
students
to
right
content
in
intelligent
educa1onal
systems
Idea:
Social
guidance
based
on
open
social
student
modeling
§ Allows
students
to
explore
each
others
model
or
cumula1ve
model
of
the
class
§ Increases
student
engagement
§ Provides
effec1ve
naviga1on
support
Mo+va+on
Challenges
in
Social
Guidance
Adap+ve
Sequencing
Impact
of
GS
on
Learning
Gain,
Learning
Speed,
System/Class
Performance
Greedy
sequencing
(GS):
Aims
at
maximizing
student
level
of
knowledge
in
domain
concepts
Off
the
Beaten
Path:
The
Impact
of
Adap+ve
Content
Sequencing
on
Student
Naviga+on
in
an
Open
Social
Student
Modeling
Interface
Classroom
Study
R.
Hosseini,
I.H.
Hsiao,
J.
Guerra,
P.
Brusilovsky
Naviga+onal
PaIerns
Problem:
How
to
avoid
students
becoming
more
conserva1ve
with
their
work
with
content?
Solu+on:
Increasing
the
personaliza1on
power
of
social
guidance
§ Combine
social
guidance
with
adap1ve
sequencing
of
contents
Open
Social
Student
Modeling
Students
in
the
class
(you
are
4th
out
of
7)
4.
Me
-­‐>
User
Modeling
database
Greedy
Sequencing
Knowledge
Report
Service
Rank
C1
Prerequisites
Outcomes
Content
C1:
Concepts
P:
ra1o
of
known
prerequisites
O:
ra1o
of
unknown
outcomes
np:
number
of
prerequisites
no:
number
of
outcomes
Greedy
Sequencing
Rank
Rank =
npP + noO
np + no
GS
and
Social
Guidance
§ Star
size
is
rela1ve
to
the
rank
of
content
§ A
bigger
star
means
content
has
higher
priority
§ 143
undergraduates
in
ASU
(Fall
2014),
in
Java
Programming
and
Data
Structure
course
§ 111
problems
—
103
examples
—
19
topics
Part:
(1)
No
Sequencing
(Aug.
21
–
Sep.
25)
(2)
Introduced
Sequencing
(Sep.
26
–
Oct.
21)
Logs:
86
subjects
—
53
of
them
had
at
least
30
problem
aaempts
Rela1ve
Frequencies
of
topic-­‐based
paaerns
§ GS
promotes
non-­‐sequen1al
paaerns
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
Weak
students
Strong
students
Normalized
learning
gain
Non-­‐followers
Followers
0.00
0.20
0.40
0.60
0.80
1.00
1.20
1.40
1.60
1.80
2.00
Weak
students
Strong
students
%
Learning
speed
Non-­‐followers
Followers
§ No
significant
differences
in
the
learning
gain
§ Followers
with
high
prior
knowledge
learn
faster
(p=.039)
§ Correctness
is
more
frequent
in
recommended
problems
(p<.001)
§ Aaemp1ng
a
recommended
content
is
associated
with
0.56
increase
in
final
grade
(SE=0.24,
p=.017)
~
9
1mes
greater
than
a
not
recommended
content
Within-­‐Topic
Next-­‐Topic
Jump-­‐Forward
Jump-­‐Backward
Part
1
Part
2-­‐N
Part
2-­‐R
0.08
0.08
0.16
0.68
0.06
0.05
0.12
0.78
0.17
0.17
0.2
0.47
Jump−Backward
Jump−Forward
Next−Topic
Within−Topic
Part 1 Part 2−N Part 2−R