With the rapid development of advanced technologies, such as artificial intelligence and deep learning, educational informatization has entered a new era. However, the explosion of information has brought numerous challenges. Knowledge graphs, as a crucial component of artificial intelligence, can contribute to the quality of teaching. This study proposes an educational knowledge graph based on course information named CourseKG for precision teaching. Precision teaching seeks to individualize the curriculum for each learner and optimize learning efficiency. CourseKG aims to establish a correct and comprehensive curriculum knowledge system and promote personalized learning paths. CourseKG can address the issue that current general-purpose knowledge graphs are not suitable for the education field. Particularly, this study proposes a framework for educational entity recognition based on the pre-trained BERT model. This framework captures relevant information in the educational domain using the BERT model and combines it with the BiGRU and multi-head self-attention mechanism to extract multi-scale and multi-level global dependency relationships. In addition, the CRF is used for character-label decoding. Further, a relationship extraction method based on the BERT model, which integrates sentence features and educational entities and estimates the similarity between knowledge pairs using cosine similarity, is proposed. The proposed CourseKG is verified by experiments using real-world C programming course data. The experimental results demonstrate the effectiveness of CourseKG. Finally, the results show that the proposed CourseKG can significantly enhance the precision teaching quality and realize multi-directional adaptation among teachers, courses, and students.

Student cognitive models are playing an essential role in intelligent online tutoring for programming courses. These models capture students’ learning interactions and store them in the form of a set of binary responses, thereby failing to utilize rich educational information in the learning process. Moreover, the recent development of these models has been focused on improving the prediction performance and tended to adopt deep neural networks in building the end-to-end prediction frameworks. Although this approach can provide an improved prediction performance, it may also cause difficulties in interpreting the student’s learning status, which is crucial for providing personalized educational feedback. To address this problem, this paper provides an interpretable cognitive model named HELP-DKT, which can infer how students learn programming based on deep knowledge tracing. HELP-DKT has two major advantages. First, it implements a feature-rich input layer, where the raw codes of students are encoded to vector representations, and the error classifications as concept indicators are incorporated. Second, it can infer meaningful estimation of student abilities while reliably predicting future performance. The experiments confirm that HELP-DKT can achieve good prediction performance and present reasonable interpretability of student skills improvement. In practice, HELP-DKT can personalize the learning experience of novice learners.

Modeling and predicting the performance of students in collaborative learning paradigms is an important task. Most of the research presented in literature regarding collaborative learning focuses on the discussion forums and social learning networks. There are only a few works that investigate how students interact with each other in team projects and how such interactions affect their academic performance. In order to bridge this gap, we choose a software engineering course as the study subject. The students who participate in a software engineering course are required to team up and complete a software project together. In this work, we construct an interaction graph based on the activities of students grouped in various teams. Based on this student interaction graph, we present an extended graph transformer framework for collaborative learning (CLGT) for evaluating and predicting the performance of students. Moreover, the proposed CLGT contains an interpretation module that explains the prediction results and visualizes the student interaction patterns. The experimental results confirm that the proposed CLGT outperforms the baseline models in terms of performing predictions based on the real-world datasets. Moreover, the proposed CLGT differentiates the students with poor performance in the collaborative learning paradigm and gives teachers early warnings, so that appropriate assistance can be provided.

Peer grading has diverse applications in many fields, including the peer grading of open assignments in online courses. The major challenge in peer grading is improving the seriousness (review carefully) of reviewers. The previous studies have proposed a number of incentive reward mechanisms intended to reward or punish reviewers. Although these mechanisms are effective in massive open online courses environments with a large number of students, they are not suitable for small private online courses environments with a small number of students. This study analysis the characteristics of reviewers in a small private online course environment and designs an incentive and reward mechanism based on a hybrid human-machine peer grading framework, including an auto-grader (reviewed by the machine). The main component of the proposed mechanism is the auto-grader whose function is to evaluate the reviewers' reports (reviewers refer to students) and provide feedback information on reports to reviewers. The framework can incentivize reviewers to review carefully and give their reports truthfully when the reports between reviewers' and the auto-grader' are consistent. The proposed framework is verified experimentally. The experimental results demonstrate that the hybrid human-machine peer grading framework can effectively incentivize reviewers to review submissions carefully and improve the overall effect of peer grading.

Objective. Electroencephalogram (EEG) analysis has always been an important tool in neural engineering, and the recognition and classification of human emotions are one of the important tasks in neural engineering. EEG data, obtained from electrodes placed on the scalp, represent a valuable resource of information for brain activity analysis and emotion recognition. Feature extraction methods have shown promising results, but recent trends have shifted toward end-to-end methods based on deep learning. However, these approaches often overlook channel representations, and their complex structures pose certain challenges to model fitting. Approach. To address these challenges, this paper proposes a hybrid approach named FetchEEG that combines feature extraction and temporal-channel joint attention. Leveraging the advantages of both traditional feature extraction and deep learning, the FetchEEG adopts a multi-head self-attention mechanism to extract representations between different time moments and channels simultaneously. The joint representations are then concatenated and classified using fully-connected layers for emotion recognition. The performance of the FetchEEG is verified by comparison experiments on a self-developed dataset and two public datasets. Main results. In both subject-dependent and subject-independent experiments, the FetchEEG demonstrates better performance and stronger generalization ability than the state-of-the-art methods on all datasets. Moreover, the performance of the FetchEEG is analyzed for different sliding window sizes and overlap rates in the feature extraction module. The sensitivity of emotion recognition is investigated for three- and five-frequency-band scenarios. Significance. FetchEEG is a novel hybrid method based on EEG for emotion classification, which combines EEG feature extraction with Transformer neural networks. It has achieved state-of-the-art performance on both self-developed datasets and multiple public datasets, with significantly higher training efficiency compared to end-to-end methods, demonstrating its effectiveness and feasibility.