A Proposal of Learner’s Knowledge State Estimation Method in a Programming Learning Support System

Abstract

In this paper, we apply the Deep Knowledge Tracing (DKT) method to estimate a user’s knowledge state using both the problem-side knowledge model and the user-side learning process model in learner response simulations. Our goal is to confirm changes in the learner’s knowledge state concern-(breakpoint)ing problem progression and structure. Specifically, we conduct learner response simulations based on a knowledge keyword model of problems, which has been previously organized using keywords. We compare our approach with a simple word-based response simulation as a baseline. The results confirm that DKT is effective in observing changes in the learner’s knowledge state when applied to these simulations.