https://bura.brunel.ac.uk/bitstream/2438/13152/4/Fulltext.pdf

Critical analysis of Big Data challenges and analytical methods

Machine learning on big data

We present the full public release of all data from the TNG100 and TNG300 simulations of the IllustrisTNG project. IllustrisTNG is a suite of large volume, cosmological, gravo-magnetohydrodynamical simulations run with the moving-mesh code Arepo. TNG includes a comprehensive model for galaxy formation physics, and each TNG simulation self-consistently solves for the coupled evolution of dark matter, cosmic gas, luminous stars, and supermassive black holes from early time to the present day, $z=0$
 . Each of the flagship runs—TNG50, TNG100, and TNG300—are accompanied by halo/subhalo catalogs, merger trees, lower-resolution and dark-matter only counterparts, all available with 100 snapshots. We discuss scientific and numerical cautions and caveats relevant when using TNG. The data volume now directly accessible online is ∼750 TB, including 1200 full volume snapshots and ∼80,000 high time-resolution subbox snapshots. This will increase to ∼1.1 PB with the future release of TNG50. Data access and analysis examples are available in IDL, Python, and Matlab. We describe improvements and new functionality in the web-based API, including on-demand visualization and analysis of galaxies and halos, exploratory plotting of scaling relations and other relationships between galactic and halo properties, and a new JupyterLab interface. This provides an online, browser-based, near-native data analysis platform enabling user computation with local access to TNG data, alleviating the need to download large datasets.

/pdf/the-illustristng-simulations-public-data-release-yfk3pgt2l7.pdf

The IllustrisTNG simulations: public data release

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/pdf/piecing-together-the-student-success-puzzle-research-4ojs1mt6ey.pdf

Piecing together the student success puzzle: research, propositions, and recommendations

For offering proactive services (e.g., personalized exercise recommendation) to the students in computer supported intelligent education, one of the fundamental tasks is predicting student performance (e.g., scores) on future exercises, where it is necessary to track the change of each student's knowledge acquisition during her exercising activities. Unfortunately, to the best of our knowledge, existing approaches can only exploit the exercising records of students, and the problem of extracting rich information existed in the materials (e.g., knowledge concepts, exercise content) of exercises to achieve both more precise prediction of student performance and more interpretable analysis of knowledge acquisition remains underexplored. To this end, in this paper, we present a holistic study of student performance prediction. To directly achieve the primary goal of performance prediction, we first propose a general E xercise- E nhanced R ecurrent N eural N etwork (EERNN) framework by exploring both student's exercising records and the text content of corresponding exercises. In EERNN, we simply summarize each student's state into an integrated vector and trace it with a recurrent neural network, where we design a bidirectional LSTM to learn the encoding of each exercise from its content. For making final predictions, we design two implementations on the basis of EERNN with different prediction strategies, i.e., EERNNM with Markov property and EERNNA with Attention mechanism . Then, to explicitly track student's knowledge acquisition on multiple knowledge concepts, we extend EERNN to an explainable E xercise-aware K nowledge T racing (EKT) framework by incorporating the knowledge concept information, where the student's integrated state vector is now extended to a knowledge state matrix. In EKT, we further develop a memory network for quantifying how much each exercise can affect the mastery of students on multiple knowledge concepts during the exercising process. Finally, we conduct extensive experiments and evaluate both EERNN and EKT frameworks on a large-scale real-world data. The results in both general and cold-start scenarios clearly demonstrate the effectiveness of two frameworks in student performance prediction as well as the superior interpretability of EKT.

EKT: Exercise-Aware Knowledge Tracing for Student Performance Prediction

In online education systems, for offering proactive services to students (e.g., personalized exercise recommendation), a crucial demand is to predict student performance (e.g., scores) on future exercising activities. Existing prediction methods mainly exploit the historical exercising records of students, where each exercise is usually represented as the manually labeled knowledge concepts, and the richer information contained in the text description of exercises is still underexplored. In this paper, we propose a novel Exercise-Enhanced Recurrent Neural Network (EERNN) framework for student performance prediction by taking full advantage of both student exercising records and the text of each exercise. Specifically, for modeling the student exercising process, we first design a bidirectional LSTM to learn each exercise representation from its text description without any expertise and information loss. Then, we propose a new LSTM architecture to trace student states (i.e., knowledge states) in their sequential exercising process with the combination of exercise representations. For making final predictions, we design two strategies under EERNN, i.e., EERNNM with Markov property and EERNNA with Attention mechanism. Extensive experiments on large-scale real-world data clearly demonstrate the effectiveness of EERNN framework. Moreover, by incorporating the exercise correlations, EERNN can well deal with the cold start problems from both student and exercise perspectives.

/pdf/exercise-enhanced-sequential-modeling-for-student-179f3gavpx.pdf

Exercise-Enhanced Sequential Modeling for Student Performance Prediction

Standard tests aim to evaluate the performance of examinees using different tests with consistent difficulties. Thus, a critical demand is to predict the difficulty of each test question before the test is conducted. Existing studies are usually based on the judgments of education experts (e.g., teachers), which may be subjective and labor intensive. In this paper, we propose a novel Test-aware Attention-based Convolutional Neural Network (TACNN) framework to automatically solve this Question Difficulty Prediction (QDP) task for READING problems (a typical problem style in English tests) in standard tests. Specifically, given the abundant historical test logs and text materials of questions, we first design a CNN-based architecture to extract sentence representations for the questions. Then, we utilize an attention strategy to qualify the difficulty contribution of each sentence to questions. Considering the incomparability of question difficulties in different tests, we propose a test-dependent pairwise strategy for training TACNN and generating the difficulty prediction value. Extensive experiments on a real-world dataset not only show the effectiveness of TACNN, but also give interpretable insights to track the attention information for questions.

/pdf/question-difficulty-prediction-for-reading-problems-in-1i70j1g5qd.pdf

Question Difficulty Prediction for READING Problems in Standard Tests.

Recent decades have witnessed the rapid growth of educational data mining (EDM), which aims at automatically extracting valuable information from large repositories of data generated by or related to people’s learning activities in educational settings. One of the key EDM tasks is cognitive modelling with examination data, and cognitive modelling tries to profile examinees by discovering their latent knowledge state and cognitive level (e.g. the proficiency of specific skills). However, to the best of our knowledge, the problem of extracting information from both objective and subjective examination problems to achieve more precise and interpretable cognitive analysis remains underexplored. To this end, we propose a fuzzy cognitive diagnosis framework (FuzzyCDF) for examinees’ cognitive modelling with both objective and subjective problems. Specifically, to handle the partially correct responses on subjective problems, we first fuzzify the skill proficiency of examinees. Then we combine fuzzy set theory and educational hypotheses to model the examinees’ mastery on the problems based on their skill proficiency. Finally, we simulate the generation of examination score on each problem by considering slip and guess factors. In this way, the whole diagnosis framework is built. For further comprehensive verification, we apply our FuzzyCDF to three classical cognitive assessment tasks, i.e., predicting examinee performance, slip and guess detection, and cognitive diagnosis visualization. Extensive experiments on three real-world datasets for these assessment tasks prove that FuzzyCDF can reveal the knowledge states and cognitive level of the examinees effectively and interpretatively.

/pdf/fuzzy-cognitive-diagnosis-for-modelling-examinee-performance-2gjal3ddii.pdf

Fuzzy Cognitive Diagnosis for Modelling Examinee Performance

In online education systems, finding similar exercises is a fundamental task of many applications, such as exercise retrieval and student modeling. Several approaches have been proposed for this task by simply using the specific textual content (e.g. the same knowledge concepts or the similar words) in exercises. However, the problem of how to systematically exploit the rich semantic information embedded in multiple heterogenous data (e.g. texts and images) to precisely retrieve similar exercises remains pretty much open. To this end, in this paper, we develop a novel Multimodal Attention-based Neural Network (MANN) framework for finding similar exercises in large-scale online education systems by learning a unified semantic representation from the heterogenous data. In MANN, given exercises with texts, images and knowledge concepts, we first apply a convolutional neural network to extract image representations and use an embedding layer for representing concepts. Then, we design an attention-based long short-term memory network to learn a unified semantic representation of each exercise in a multimodal way. Here, two attention strategies are proposed to capture the associations of texts and images, texts and knowledge concepts, respectively. Moreover, with a Similarity Attention, the similar parts in each exercise pair are also measured. Finally, we develop a pairwise training strategy for returning similar exercises. Extensive experimental results on real-world data clearly validate the effectiveness and the interpretation power of MANN.

Yu Su

Papers

EKT: Exercise-Aware Knowledge Tracing for Student Performance Prediction

Exercise-Enhanced Sequential Modeling for Student Performance Prediction

Question Difficulty Prediction for READING Problems in Standard Tests.

Fuzzy Cognitive Diagnosis for Modelling Examinee Performance

Finding Similar Exercises in Online Education Systems