Modern online education has the capacity to provide intelligent educational services by automatically analyzing substantial amounts of student behavioral data. Knowledge tracing (KT) is one of the fundamental tasks for student behavioral data analysis, aiming to monitor students' evolving knowledge state during their problem-solving process. In…

In mathematics classrooms, it is common practice to work through a series of comparable tasks provided in a textbook. A central question in mathematics education is if tasks should be accompanied with solution methods, or if students should construct the solutions themselves. To explore the impact of these two task designs on student behavior…

This article aims to study and implement a deep learning algorithm-based information literacy assistance system for college students to solve the problems of insufficient personalization and untimely feedback in the existing information literacy education methods, so as to improve the information literacy level of college students. This article…

The Indian Institute of Science is proud to host the fully in-person sixteenth iteration of the International Conference on Educational Data Mining (EDM) during July 11-14, 2023. EDM is the annual flagship conference of the International Educational Data Mining Society. The theme of this year's conference is "Educational data mining for…

The notion of buggy procedures has played an important role in recent cognitive models of mathematical skills. Some earlier work on student modeling used artificial intelligence methods to automatically construct buggy models of student behavior. An alternate approach, proposed here, draws on insights from the rapidly developing field of machine…

Describes the beginning of a study of the cognitive processes required for applying financial accounting knowledge to specific problem solving situations. Task analysis is used to describe the cognitive components of accounting, and algorithms for the tasks are appended. Eighteen references are listed. (Author/CHC)

Reports results obtained when 24 14-year-old students were presented with algebra tasks by a computer-based modeling system and, four months later, comparable paper and pencil tests together with detailed interviews. Comparison of the results revealed profound misunderstandings of algebraic notation and identified classes of strategies used by…