Abstract The prevalence of e-learning systems and on-line courses has made educational material widely accessible to students of varying abilities and backgrounds. There is thus a growing need to accommodate for individual differences in e-learning systems. This paper presents an algorithm called EduRank for personalizing educational content to students that combines a collaborative filtering algorithm with voting methods. EduRank constructs a difficulty ranking for each student by aggregating the rankings of similar students using different aspects of their performance on common questions. These aspects include grades, number of retries, and time spent solving questions. It infers a difficulty ranking directly over the questions for each student, rather than ordering them according to the student’s predicted score. The EduRank algorithm was tested on two data sets containing thousands of students and a million records. It was able to outperform the state-of-the-art ranking approaches as well as a domain expert. EduRank was used by students in a classroom activity, where a prior model was incorporated to predict the difficulty rankings of students with no prior history in the system. It was shown to lead students to solve more difficult questions than an ordering by a domain expert, without reducing their performance.
Approaches based on recommendation systems are increasingly being used in e-learning to predict students' scores and to personalize educational content. We mention a few examples below and refer the reader to the surveys by @cite_30 and @cite_37 for more details. Collaborative filtering (CF) was previously used in the educational domain for predicting students' performance. Toscher and Jahrer @cite_26 use an ensemble of CF algorithms to predict performance for items in the KDD 2010 educational challenge. Berger et. al @cite_3 use a model-based approach for predicting accuracy levels of students' performance and skill levels on real and simulated data sets. They also formalize a relationship between CF and Item Response Theory methods and demonstrate this relationship empirically. @cite_28 use matrix factorization for task sequencing in a large commercial Intelligent Tutoring System, showing improved adaptivity compared to a baseline sequencer. Finally, Loll and Pinkwart @cite_1 use CF as a diagnostic tool for knowledge test questions as well as more exploratory ill-defined tasks. None of these approaches ranked questions according the personal difficulty level of questions to specific students.
@cite_30 @cite_37 @cite_26 @cite_28 @cite_1 @cite_3
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We apply collaborative filtering (CF) to dichotomously scored student response data (right, wrong, or no interaction), finding optimal parameters for each student and item based on cross-validated prediction accuracy. The approach is naturally suited to comparing different models, both unidimensional and multidimensional in ability, including a widely used subset of Item Response Theory (IRT) models which obtain as specific instances of the CF: the one-parameter logistic (Rasch) model, Birnbaum’s 2PL model, and Reckase’s multidimensional generalization M2PL. We find that IRT models perform well relative to generalized alternatives, and thus this method offers a fast and stable alternate approach to IRT parameter estimation. Using both real and simulated data we examine cases where oneor two-dimensional IRT models prevail and are not improved by increasing the number of features. Model selection is based on prediction accuracy of the CF, though it is shown to be consistent with factor analysis. In multidimensional cases the item parameterizations can be used in conjunction with cluster analysis to identify groups of items which measure different ability dimensions. A major challenge for collaborative filtering (CF) techniques in recommender systems is the data sparsity that is caused by missing and noisy ratings. This problem is even more serious for CF domains where the ratings are expressed numerically, e.g. as 5-star grades. We assume the 5-star ratings are unordered bins instead of ordinal relative preferences. We observe that, while we may lack the information in numerical ratings, we sometimes have additional auxiliary data in the form of binary ratings. This is especially true given that users can easily express themselves with their preferences expressed as likes or dislikes for items. In this paper, we explore how to use these binary auxiliary preference data to help reduce the impact of data sparsity for CF domains expressed in numerical ratings. We solve this problem by transferring the rating knowledge from some auxiliary data source in binary form (that is, likes or dislikes), to a target numerical rating matrix. In particular, our solution is to model both the numerical ratings and ratings expressed as like or dislike in a principled way. We present a novel framework of Transfer by Collective Factorization (TCF), in which we construct a shared latent space collectively and learn the data-dependent effect separately. A major advantage of the TCF approach over the previous bilinear method of collective matrix factorization is that we are able to capture the data-dependent effect when sharing the data-independent knowledge. This allows us to increase the overall quality of knowledge transfer. We present extensive experimental results to demonstrate the effectiveness of TCF at various sparsity levels, and show improvements of our approach as compared to several state-of-the-art methods. We present a general approach for collaborative filtering (CF) using spectral regularization to learn linear operators mapping a set of "users" to a set of possibly desired "objects". In particular, several recent low-rank type matrix-completion methods for CF are shown to be special cases of our proposed framework. Unlike existing regularization-based CF, our approach can be used to incorporate additional information such as attributes of the users objects---a feature currently lacking in existing regularization-based CF approaches---using popular and well-known kernel methods. We provide novel representer theorems that we use to develop new estimation methods. We then provide learning algorithms based on low-rank decompositions and test them on a standard CF data set. The experiments indicate the advantages of generalizing the existing regularization-based CF methods to incorporate related information about users and objects. Finally, we show that certain multi-task learning methods can be also seen as special cases of our proposed approach. Collaborative filtering (CF) has been widely employed within recommender systems to solve many real-world problems. Learning effective latent factors plays the most important role in collaborative filtering. Traditional CF methods based upon matrix factorization techniques learn the latent factors from the user-item ratings and suffer from the cold start problem as well as the sparsity problem. Some improved CF methods enrich the priors on the latent factors by incorporating side information as regularization. However, the learned latent factors may not be very effective due to the sparse nature of the ratings and the side information. To tackle this problem, we learn effective latent representations via deep learning. Deep learning models have emerged as very appealing in learning effective representations in many applications. In particular, we propose a general deep architecture for CF by integrating matrix factorization with deep feature learning. We provide a natural instantiations of our architecture by combining probabilistic matrix factorization with marginalized denoising stacked auto-encoders. The combined framework leads to a parsimonious fit over the latent features as indicated by its improved performance in comparison to prior state-of-art models over four large datasets for the tasks of movie book recommendation and response prediction.