This action might not be possible to undo. Are you sure you want to continue?

**System based on Belief
**

networks

Maomi Ueno

Nagaoka University of

Technology

Advantages of ITS in

probabilistic approaches

Mathematical analysis of the system

behaviors.

Mathematical approximation for

convenient calculation

Decision making approaches

to describe a teacher’s behavior

Assumption

A Teacher behaves to maximizes the

following expected utility.

Expected Utility = ΣUtility×Probability

Probability model to describe

human behaviors

Tversky、A. and Kahneman,D. １９７3

Tversky、A. and Kahneman,D. １９７4

Tversky、A. and Kahneman,D. １９83

Simon，H.A. １９７４

and etc.

↓

It is impossible to describe human behaviors by

using Probabilistic approaches.

Rationality

Human is Rational.(probabilistic

approaches)

vs.

Human is not Rational.(has pointed out,

and seems right.)

Purposes of this study

What is the utility of a teacher’s behavior?

This paper tries to describe a teacher’s

behavior as a simple function.

Relational works

Reye, J. (1986)“A belief net backbone for student

modeling”, Proc of Intelligent Tutoring System, pp.274-

283.

R. Charles Murray and Kurt VanLehn (2000) “DD

Tutor:A decision-Theoretic, Dynamic approach for

Optimal Selection of Tutorial Actions”, Proc of

Intelligent Tutoring System, pp. 153-162.

Unique features of this paper

A simple utility function:

Changes of the predictive student model

Teacher’s Prior knowledge

An exact parameterization of Bayesian

student modeling :

Predictive distribution of Bayesian

networks.

Student model

Bayesian Belief networks

1

2

3

4

5

6

7

8 9

10 11

12

13

14

15

application

problem

ax + b =cx + d type

ax + bx = c type

ax + b= c type

x + a = b type

substituion

representation of

equation

ax = b type

division

multiplication

positive and negative number

addition

subtraction

literal

representation

Figiure 1. An example of the student model

[

=

H =

N

i

i i N

S x p S X X X P

1

2 1

) , | ( ) | , , , (

} , , , {

2 1

i

q i

x x x _ H

i

x } , , , {

2 1

i

q

x x x

i

x .

i

H

Prior distribution as a Prior

Knowledge

Dirichret distribution ,which is a conjecture

distribution of the Bayesian networks

1

0

1 '

1 1

1

0

1

0

) ' (

) ' (

) | (

=

÷

= =

=

=

I

I

= O

¿

k

n

ijk

N

i

q

j

k

ijk

k

ijk

S

IJK

I

n

n

S p u

Predictive distribution as a

student model

) ' ' (

) ' (

)] ' ( [

) ' (

) | (

1

ijk ijk

q

j

ijk ijk

N

i

ijk

ijk

n n

n n

n

n

S p

i

+ I

+ I

I

I

=

[

=

X

Teacher’s actions

Instruction corresponding to the j’s node.

Ask a question corresponding to the j’s

node.

Select the action to maximize

utility function

¿

¿

¿

÷

¿

=

÷

÷

=

=

n

i

i

q

n

i

i

q

l

n n

l

i n i n

x x p x x p

action x x p action x x p EVII

1

1

2

1

1 1

2

1

1 1

) , ( log ) , (

) | , ( log ) | , (

Expected Value of Instruction Information

(EVII)

Stopping rule

EVII < 0.0001

Probability propagation

Given Instruction frame j

P(x

j

) →p(x

j

=1 | x

1

=1, x

2

=1, x

j-1

=1)=1

Given question frame j

P(x

j

) → x

j

=1 :right answer

0:wrong answer

Examples

Data: 248 Junior high school students test

data

1

2

3

4

5

6

7

8 9

10 11

12

13

14

15

application

problem

ax + b =cx + d type

ax + bx = c type

ax + b= c type

x + a = b type

substituion

representation of

equation

ax = b type

division

multiplication

positive and negative number

addition

subtraction

literal

representation

Figiure 1. An example of the student model

Prior parameter n

1

’ <n

0

’

P(root) = 0.0

When a teacher know that the student

knowledge is poor

Strategy

Bottom Up strategy

(from the easy material to the difficult

material)

Instruction frames

Prior parameter n

1

’ >n

0

’

P(top)=1

When a teacher know that the student

knowledge is excellent,

Top down strategy

The system presents the difficult question. If

the student provides wrong answer, then

the system presents more easy question

and instruction.

Prior parameter n

1

’ =n

0

’

When a teacher have no knowledge about

the student knowledge

Flexible strategies

Quesion

Frame 15

Question

Frame 12

0.9

0.9

0.

8

0.8

0.7

0.90.9

0.9

0.8

0.6

0.4

0.4

0.2

0.1

0.0 0.0

0.8

0.

7

0.7

0.6

0.90.9

0.9

0.9

0.5

0.3

0.0

0.0

0.0

0.8

Question

Frame 9

0.1

0.8

0.

7

0.7

0.6

0.90.9

1.0

0.9

0.5

0.3

0.0

0.1

0.1

0.9

Question

Frame 3

0.1

1

0.

9

0.9

0.8

0.90.9

1.0

0.9

0.6

0.4

0.0

0.1

0.1

1

Question

Frame 11

0.1

1

0.

9

0.9

0.9

0.90.9

1.0

0.9

0.9

1.0

0.0

0.1

0.1

1

Instruction

Frame 12

0.1

1

0.

9

0.9

0.9

0.90.9

1.0

0.9

0.9

1.0

1.0

0.6

0.4

Instruction

Frame 13

0.7

1

0.

9

0.9

0.9

0.90.9

1.0

0.9

0.9

1.0

1.0

1.0

0.8

Instruction

Frame 14

0.8

1

0.

9

0.9

0.9

0.90.9

1.0

0.9

0.9

1.0

1.0

1.0

1.0

Instruction

Frame 15

1.0

1

0.

9

0.9

0.9

0.90.9

1.0 0.9

0.9

1.0

1.0

1.0

1.0

Strategy

Diagnose the student knowledge states

Then, the system instructs knowledge

which student can not understand by using

the bottom-up strategy.

Conclusions

The prior knowledge for the student

Prediction of student’s knowledge

A simple utility function:

How can the teacher change the

student’s predicted knowledge states.

Future tasks

We are developing large scale ITS based

on this study.

How can we evaluate the behaviors of the

system? Good or bad?

- Austerity in MCMC Land: Cutting the Computational Budget
- Web并发模型粗浅探讨V3
- Weka a Tool for Exploratory Data Mining
- Information Retrieval & Data Mining
- Large Scale Community Detection for Social Computing with Implementations in Hadoop
- This is Search Engine
- Relevance and Ranking in Online Dating Systems
- Hybrid Recommender Systems
- Machine Learning Approaches to Query Document Matching in Search
- Why Functional Programming Matters
- Lda-The Gritty Details
- Latent Dirichlet Allocation (Nicolas Loeff)
- Design Patterns in Python
- A Benchmark Diagnostic Model Generation System
- TOPOLOGICAL ANALYSIS OF SPECIFIC SPATIAL COMPLEX NETWORKS

Sign up to vote on this title

UsefulNot usefulMaomi Ueno
International Workshop on Advanced Learning Technologies, 2000
Pages: 141-141 , DOI: 10.1109/IWALT.2000.890590
ICALT

Maomi Ueno

International Workshop on Advanced Learning Technologies, 2000

Pages: 141-141 , DOI: 10.1109/IWALT.2000.890590

ICALT

International Workshop on Advanced Learning Technologies, 2000

Pages: 141-141 , DOI: 10.1109/IWALT.2000.890590

ICALT

- A Practical Student Model in an Intelligent Tutoring System_zhuo_(1999)
- Untitled
- prospect theory in transportation
- Cable Guy Paradox
- Economics of Uncertainty 3a Information
- OD Decision Analysis 2010
- Lecture 2 - Expected Utility
- Weathorford.ppt
- Behavioral Economics - Topic2a - Expected Utility
- Decision Uncertainty
- Mcfadden
- The Fabric of Felicity
- Prospect Theory Presentation
- 0303118
- A Recommender System Sensitive to Intransitive Choice and Preference Reversals
- Wilkinson Bayes Theory
- Lecture 18
- Balotario EP
- Utility Theory for Decision Making
- Public Choice Volume 155 issue 3-4 2013 [doi 10.1007%2Fs11127-011-9885-9] Jens Prüfer, Uwe Walz -- Academic faculty governance and recruitment decisions
- slides-3
- The Structure of Economics 1
- RSH_10_Ch_3
- Pareto
- Decision Theory
- tmp6C72.tmp
- Microeconomics Notes
- Nucleus Accumbens
- Decision Theory
- Homework 2
- Intelligent Tutoring System based on Belief networks

Are you sure?

This action might not be possible to undo. Are you sure you want to continue?

We've moved you to where you read on your other device.

Get the full title to continue

Get the full title to continue reading from where you left off, or restart the preview.

scribd