HCD:一个层次制约意识的神经认知诊断框架.
Xinjie Sun1, Qi Liu2, Kai Zhang3
1School of Computer Science and Technology, University of Science and Technology of China, Hefei, China; School of Computer Science, Liupanshui Normal University, Liupanshui, China; State Key Laboratory of Cognitive Intelligence, Hefei, China.
概括
这项研究引入了一个新的认知诊断框架 (HCD),通过考虑层次关系来更好地评估学生的知识. 该HCD框架提高了智能教育系统的诊断准确性和公平性.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 心理测量 心理测量 心理测量
背景情况:
- 在智能教育中,对学生知识掌握的准确评估至关重要.
- 现有的认知诊断 (CD) 模型往往忽略了知识层次内的学生相对表现.
- 需要CD框架来捕捉学生水平之间的细微能力差异.
研究的目的:
- 提出了层次约束意识神经认知诊断框架 (HCD).
- 提高在教育背景下的学生能力表现的表现.
- 提高认知诊断的精度,适应性和诊断性能.
主要方法:
- 开发了一个框架,用于学生级别识别的层次结构映射层.
- 利用层次结构卷积增强的注意层来进行内部层次的概念分析.
- 采用了层次层次的样本间关注层来进行跨层次的性能比较.
- 综合层次制约意识功能与现有诊断方法进行个性化增强.
主要成果:
- HCD框架准确地代表了学生在教育层次结构中的能力表现.
- 在同一个水平的学生之间,知识概念表现的细微差别被发现.
- 跨层次的绩效差异被捕获,提供了对知识状态的全面理解.
- 在认知诊断的准确性和适应性方面取得了显著的改进.
结论:
- 该HCD框架将学生的知识状态变化与实际的教育环境结合起来.
- 该研究支持教育评估的科学严谨性和公平性.
- 拟议的框架推进了认知诊断领域,提高了准确性和适应性.
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