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| Autoren | Käser, Tanja; Busetto, Alberto Giovanni; Solenthaler, Barbara; Kohn, Juliane; von Aster, Michael; Gross, Markus |
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| Institution | International Artificial Intelligence in Education Society. |
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| Titel | Cluster-based prediction of mathematical learning patterns. |
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| URL | https://doi.org/10.1007/978-3-642-39112-5_40 |
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| URN, persistent | 10.1007/978-3-642-39112-5_40 |
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| Erscheinungsjahr | 2013 |
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| Sammelwerk | Lane, H. Chad (Hrsg.); Yacef, Kalina (Hrsg.); Mostow, Jack (Hrsg.); Pavlik, Philip (Hrsg.): Artificial Intelligence in Education. 16th International Conference, AIED 2013, Memphis, TN, USA, July 9-13, 2013. Proceedings. |
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| Seitenzahl | S. 389-399 |
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| Verlag | Berlin u.a.: Springer |
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| Reihe | Lecture Notes in Computer Science. Band 7926 |
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| ISBN | 978-3-642-39112-5 ; 978-3-642-39111-8 |
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| Dokumenttyp | Sammelwerksbeitrag; gedruckt; online |
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| Beigaben | Literaturangaben |
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| Sprache | englisch |
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| Forschungsschwerpunkt | Forschung zu Diagnostik und Intervention bei Entwicklungsstörungen schulischer Fertigkeiten |
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| Schlagwörter | Mathematische Kompetenz; Lernprozess; Computerunterstütztes Verfahren; Trainingsprogramm; Dyskalkulie; |
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| Abstract | This paper introduces a method to predict and analyse students’ mathematical performance by detecting distinguishable subgroups of children who share similar learning patterns. We employ pairwise clustering to analyse a comprehensive dataset of user interactions obtained from a computer-based training system. The available data consist of multiple learning trajectories measured from children with developmental dyscalculia, as well as from control children. Our online classification algorithm allows accurate assignment of children to clusters early in the training, enabling prediction of learning characteristics. The included results demonstrate the high predictive power of assignments of children to subgroups, and the significant improvement in prediction accuracy for short- and long-term performance, knowledge gaps, overall training achievements, and scores of further external assessments. (Orig.). |
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| Projekt | Schulbezogene Umschriebene Entwicklungsstörungen (SCHUES)
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| Förderkennzeichen | 01GJ1011 |
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