Brick: Mining Pedagogically Interesting Sequential Patterns

Anjo Anjewierden, Hannie Gijlers, Nadira Saab, Robert de Hoog

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

    5 Citations (Scopus)
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    Abstract

    One of the goals of the SCY project (www.scy-net.eu) is to make (inquiry) learning environments adaptive. The idea is to develop “pedagogical agents” that monitor learner behaviour through the actions they perform and identify patterns that point to systematic behaviour, or lack thereof. To achieve these aims, it is necessary to develop methods to identify relevant patterns, and to associate these patterns with feedback to the learner. Here, we present a tool, called Brick, in which pedagogical researchers can interactively specify global patterns (e.g., “which actions occur between running a simulation and providing a correct answer”). The tool then responds with the matching sub-sequences in the data along with various metrics of interestingness (such as frequency and likelihood). Researchers can then determine which patterns are relevant to include in a pedagogical agent and how the agent should respond when a pattern occurs. We describe the tool, the pattern language and metrics used, and provide examples of applying these to log files of a simulation-based inquiry learning environment.
    Original languageEnglish
    Title of host publicationEDM 2011: 4th International Conference on Educational Data Mining
    Subtitle of host publicationProceedings, Eindhoven, July 6-8, 2011
    EditorsMykola Pechenizkiy, Toon Calders, Cristina Conati, Sebastian Ventura, Cristobal Romero, John Stamper
    Place of PublicationEindhoven
    Pages341-342
    Number of pages2
    Publication statusPublished - 6 Jul 2011
    Event4th International Conference on Educational Data Mining, EDM 2011 - Eindhoven, Netherlands
    Duration: 6 Jul 20118 Jul 2011
    Conference number: 4

    Conference

    Conference4th International Conference on Educational Data Mining, EDM 2011
    Abbreviated titleEDM
    CountryNetherlands
    CityEindhoven
    Period6/07/118/07/11

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    Keywords

    • METIS-281670

    Cite this

    Anjewierden, A., Gijlers, H., Saab, N., & de Hoog, R. (2011). Brick: Mining Pedagogically Interesting Sequential Patterns. In M. Pechenizkiy, T. Calders, C. Conati, S. Ventura, C. Romero, & J. Stamper (Eds.), EDM 2011: 4th International Conference on Educational Data Mining: Proceedings, Eindhoven, July 6-8, 2011 (pp. 341-342). Eindhoven.
    Anjewierden, Anjo ; Gijlers, Hannie ; Saab, Nadira ; de Hoog, Robert. / Brick: Mining Pedagogically Interesting Sequential Patterns. EDM 2011: 4th International Conference on Educational Data Mining: Proceedings, Eindhoven, July 6-8, 2011. editor / Mykola Pechenizkiy ; Toon Calders ; Cristina Conati ; Sebastian Ventura ; Cristobal Romero ; John Stamper. Eindhoven, 2011. pp. 341-342
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    abstract = "One of the goals of the SCY project (www.scy-net.eu) is to make (inquiry) learning environments adaptive. The idea is to develop “pedagogical agents” that monitor learner behaviour through the actions they perform and identify patterns that point to systematic behaviour, or lack thereof. To achieve these aims, it is necessary to develop methods to identify relevant patterns, and to associate these patterns with feedback to the learner. Here, we present a tool, called Brick, in which pedagogical researchers can interactively specify global patterns (e.g., “which actions occur between running a simulation and providing a correct answer”). The tool then responds with the matching sub-sequences in the data along with various metrics of interestingness (such as frequency and likelihood). Researchers can then determine which patterns are relevant to include in a pedagogical agent and how the agent should respond when a pattern occurs. We describe the tool, the pattern language and metrics used, and provide examples of applying these to log files of a simulation-based inquiry learning environment.",
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    Anjewierden, A, Gijlers, H, Saab, N & de Hoog, R 2011, Brick: Mining Pedagogically Interesting Sequential Patterns. in M Pechenizkiy, T Calders, C Conati, S Ventura, C Romero & J Stamper (eds), EDM 2011: 4th International Conference on Educational Data Mining: Proceedings, Eindhoven, July 6-8, 2011. Eindhoven, pp. 341-342, 4th International Conference on Educational Data Mining, EDM 2011, Eindhoven, Netherlands, 6/07/11.

    Brick: Mining Pedagogically Interesting Sequential Patterns. / Anjewierden, Anjo; Gijlers, Hannie; Saab, Nadira; de Hoog, Robert.

    EDM 2011: 4th International Conference on Educational Data Mining: Proceedings, Eindhoven, July 6-8, 2011. ed. / Mykola Pechenizkiy; Toon Calders; Cristina Conati; Sebastian Ventura; Cristobal Romero; John Stamper. Eindhoven, 2011. p. 341-342.

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

    TY - CHAP

    T1 - Brick: Mining Pedagogically Interesting Sequential Patterns

    AU - Anjewierden, Anjo

    AU - Gijlers, Hannie

    AU - Saab, Nadira

    AU - de Hoog, Robert

    PY - 2011/7/6

    Y1 - 2011/7/6

    N2 - One of the goals of the SCY project (www.scy-net.eu) is to make (inquiry) learning environments adaptive. The idea is to develop “pedagogical agents” that monitor learner behaviour through the actions they perform and identify patterns that point to systematic behaviour, or lack thereof. To achieve these aims, it is necessary to develop methods to identify relevant patterns, and to associate these patterns with feedback to the learner. Here, we present a tool, called Brick, in which pedagogical researchers can interactively specify global patterns (e.g., “which actions occur between running a simulation and providing a correct answer”). The tool then responds with the matching sub-sequences in the data along with various metrics of interestingness (such as frequency and likelihood). Researchers can then determine which patterns are relevant to include in a pedagogical agent and how the agent should respond when a pattern occurs. We describe the tool, the pattern language and metrics used, and provide examples of applying these to log files of a simulation-based inquiry learning environment.

    AB - One of the goals of the SCY project (www.scy-net.eu) is to make (inquiry) learning environments adaptive. The idea is to develop “pedagogical agents” that monitor learner behaviour through the actions they perform and identify patterns that point to systematic behaviour, or lack thereof. To achieve these aims, it is necessary to develop methods to identify relevant patterns, and to associate these patterns with feedback to the learner. Here, we present a tool, called Brick, in which pedagogical researchers can interactively specify global patterns (e.g., “which actions occur between running a simulation and providing a correct answer”). The tool then responds with the matching sub-sequences in the data along with various metrics of interestingness (such as frequency and likelihood). Researchers can then determine which patterns are relevant to include in a pedagogical agent and how the agent should respond when a pattern occurs. We describe the tool, the pattern language and metrics used, and provide examples of applying these to log files of a simulation-based inquiry learning environment.

    KW - METIS-281670

    M3 - Chapter

    SN - 978-90-386-2537-9

    SP - 341

    EP - 342

    BT - EDM 2011: 4th International Conference on Educational Data Mining

    A2 - Pechenizkiy, Mykola

    A2 - Calders, Toon

    A2 - Conati, Cristina

    A2 - Ventura, Sebastian

    A2 - Romero, Cristobal

    A2 - Stamper, John

    CY - Eindhoven

    ER -

    Anjewierden A, Gijlers H, Saab N, de Hoog R. Brick: Mining Pedagogically Interesting Sequential Patterns. In Pechenizkiy M, Calders T, Conati C, Ventura S, Romero C, Stamper J, editors, EDM 2011: 4th International Conference on Educational Data Mining: Proceedings, Eindhoven, July 6-8, 2011. Eindhoven. 2011. p. 341-342