Enhanced Learning and Forgetting Behavior for Contextual Knowledge Tracing

Abstract

Knowledge tracing (KT) is based on modeling students’ behavior sequences to obtain students’ knowledge state and predict students’ future performance. The KT task aims to model students’ knowledge state in real-time according to their historical learning behavior, so as to predict their future learning performance. Online education has become more critical in recent years due to the impact of COVID-19, and KT has also attracted much attention due to its importance in the education field. However, previous KT models generally have the following three problems. Firstly, students’ learning and forgetting behaviors affect their knowledge state, and past KT models have yet to exploit this fully. Secondly, the input of traditional KT models is mainly limited to students’ exercise sequence and answers. In the learning process, students’ answering performance can reflect their knowledge level. Finally, the context of students’ learning sequence also affects their judgment of the knowledge state. In this paper, we combined educational psychology theories to propose enhanced learning and forgetting behavior for contextual knowledge tracing (LFEKT). LFEKT enriches the features of exercises by introducing difficulty information and considers the influence of students’ answering behavior on the knowledge state. In order to model students’ learning and forgetting behavior, LFEKT integrates multiple influencing factors to build a knowledge acquisition module and a knowledge retention module. Furthermore, LFEKT introduces a long short-term memory (LSTM) network to capture the contextual relations of learned sequences. From the experimental results, it can be seen that LFEKT had better prediction performance than existing models on four public datasets, which indicates that LFEKT can better trace students’ knowledge state and has better prediction performance.