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A Cognitive Level Evaluation Method Based on a Deep Neural Network for Online Learning: From a Bloom’s Taxonomy of Cognition Objectives Perspective

ABSTRACT: The evaluation of the learning process is an effective way to realize personalized online learning. Real-time evaluation of learners’ cognitive level during online learning helps to monitor learners’ cognitive state and adjust learning strategies to improve the quality of online learning. However, most of the existing cognitive level evaluation methods use manual coding or traditional machine learning methods, which are time-consuming and laborious. They cannot fully mine the implicit cognitive semantic information in unstructured text data, making the cognitive level evaluation inefficient. Therefore, this study proposed the bidirectional gated recurrent convolutional neural network combined with an attention mechanism (AM-BiGRU-CNN) deep neural network cognitive level evaluation method, and based on Bloom’s taxonomy of cognition objectives, taking the unstructured interactive text data released by 9167 learners in the massive open online course (MOOC) forum as an empirical study to support the method. The study found that the AM-BiGRU-CNN method has the best evaluation effect, with the overall accuracy of the evaluation of the six cognitive levels reaching 84.21%, of which the F1-Score at the creating level is 91.77%. The experimental results show that the deep neural network method can effectively identify the cognitive features implicit in the text and can be better applied to the automatic evaluation of the cognitive level of online learners. This study provides a technical reference for the evaluation of the cognitive level of the students in the online learning environment, and automatic evaluation in the realization of personalized learning strategies, teaching intervention, and resources recommended have higher application value.

SUBMITTER: Cheng Y

PROVIDER: S-EPMC8551629 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:The assessment of examination questions is crucial in educational institutes since examination is one of the most common methods to evaluate students' achievement in specific course. Therefore, there is a crucial need to construct a balanced and high-quality exam, which satisfies different cognitive levels. Thus, many lecturers rely on Bloom's taxonomy cognitive domain, which is a popular framework developed for the purpose of assessing students' intellectual abilities and skills. Several works have been proposed to automatically handle the classification of questions in accordance with Bloom's taxonomy. Most of these works classify questions according to specific domain. As a result, there is a lack of technique of classifying questions that belong to the multi-domain areas. The aim of this paper is to present a classification model to classify exam questions based on Bloom's taxonomy that belong to several areas. This study proposes a method for classifying questions automatically, by extracting two features, TFPOS-IDF and word2vec. The purpose of the first feature was to calculate the term frequency-inverse document frequency based on part of speech, in order to assign a suitable weight for essential words in the question. The second feature, pre-trained word2vec, was used to boost the classification process. Then, the combination of these features was fed into three different classifiers; K-Nearest Neighbour, Logistic Regression, and Support Vector Machine, in order to classify the questions. The experiments used two datasets. The first dataset contained 141 questions, while the other dataset contained 600 questions. The classification result for the first dataset achieved an average of 71.1%, 82.3% and 83.7% weighted F1-measure respectively. The classification result for the second dataset achieved an average of 85.4%, 89.4% and 89.7% weighted F1-measure respectively. The finding from this study showed that the proposed method is significant in classifying questions from multiple domains based on Bloom's taxonomy.

Project description:The risk of dementia increases in patients with cognitive impairment. However, it is not clear what factors contribute to the onset of dementia in those with cognitive impairment. In this prospective cohort study, we will investigate the every-five-year incidence of cognitive impairment and prognostic factors for cognitive impairment. The Jidong cognitive impairment cohort was established from April 2012 to August 2015, during which we recruited 5854 healthy participants (55.1% male) older than 45 years (mean, 57 years). Participants received a health examination in the Staff Hospital, Jidong Oilfield Branch, China National Petroleum Corporation. Baseline data and blood samples were collected. Cognitive impairment was evaluated using the Mini-Mental State Examination, and was defined as a Mini-Mental State Examination score of less than 24. Dementia was assessed using the criteria of Diagnostic and Statistical Manual of Mental Disorders (Fourth edition), the International Working Group criteria, and the Mini-Mental State Examination score. The follow-up will continue until December 2024, during which a prognostic model will be constructed. The primary outcome is the presence/absence of dementia and the secondary outcome is quality of life. Baseline screening results showed the following: (1) Cognitive impairment was apparent in 320 participants (5.5%). These participants will be excluded from the Jidong cohort study, and the remaining participants will be followed up. (2) Of the 320 participants with cognitive impairment, there was a significantly higher prevalence of illiteracy than other education levels (35.9%, P < 0.05). Age, arterial hypertension, alcohol consumption, and passive smoking differed significantly between the cognitive impairment and healthy groups (P < 0.05). Multivariate logistic regression models showed that age (odds ratio [OR] = 1.059, 95% confidence interval [CI]: 1.044-1.074) and arterial hypertension (OR = 1.665, 95% CI: 1.143-2.427) were risk factors for mild cognitive impairment. With the increase of educational level (illiteracy, primary school, junior high school, high school, university, and above), cognitive impairment gradually decreased (OR < 1, P < 0.05). (3) This cohort study has initially screened for several risk factors for cognitive impairment at baseline, and subsequent prospective data will further describe, validate, and evaluate the effects of these risk factors on cognitive impairment and dementia. These results can provide clinical evidence for the early prevention of cognitive impairment and dementia. The study was approved by the Ethics Committee of Kailuan General Hospital of Tangshan City and the Medical Ethics Committee, Staff Hospital, Jidong Oilfield Branch, China National Petroleum Corporation on July 12, 2013 (approval No. 2013 YILUNZI 1).

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A Cognitive Level Evaluation Method Based on a Deep Neural Network for Online Learning: From a Bloom’s Taxonomy of Cognition Objectives Perspective

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