Porovnať metódy
Prezrite si vybrané metódy vedľa seba; riadky, ktoré sa líšia, sú zvýraznené.
| Sledovanie vedomostí× | Analytika učenia× | |
|---|---|---|
| Odbor | Analytika vzdelávania | Analytika vzdelávania |
| Rodina≠ | Machine learning | Process / pipeline |
| Rok vzniku≠ | 1994 | 2011 |
| Tvorca≠ | Albert Corbett & John Anderson | George Siemens & Phil Long |
| Typ≠ | Probabilistic student modeling | data-driven educational process pipeline |
| Pôvodný zdroj≠ | Corbett, A. T., & Anderson, J. R. (1994). Knowledge tracing: Modeling the acquisition of procedural knowledge. User Modeling and User-Adapted Interaction, 4(4), 253–278. DOI ↗ | Siemens, G., & Long, P. (2011). Penetrating the fog: Analytics in learning and education. EDUCAUSE Review, 46(5), 30–40. link ↗ |
| Ďalšie názvy | BKT, Bayesian Knowledge Tracing, Deep Knowledge Tracing, Bilgi İzleme | Educational Data Mining, Academic Analytics, Learning Data Analytics, Öğrenme Analitiği |
| Príbuzné | 3 | 3 |
| Zhrnutie≠ | Knowledge Tracing (KT) is a student-modeling technique that estimates, at each moment in time, the probability that a learner has mastered a target knowledge component. Introduced by Corbett and Anderson in 1994, the classical Bayesian Knowledge Tracing (BKT) model treats skill acquisition as a two-state Hidden Markov Model driven by four interpretable parameters: prior knowledge, learning rate, slip, and guess. Deep variants (DKT, DKVMN, AKT) later replaced HMMs with recurrent and transformer architectures. | Learning Analytics is the measurement, collection, analysis, and reporting of data about learners and their contexts, with the purpose of understanding and optimizing learning and the environments in which it occurs. Formally introduced by George Siemens and Phil Long in 2011, the approach draws on data generated in digital learning environments to provide educators, institutions, and learners with evidence-based feedback for improving educational outcomes. |
| ScholarGateDátová sada ↗ |
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