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Title:Detecting intervention effects with a cognitive diagnostic model for learning trajectories
Author(s):Li, Anqi
Advisor(s):Culpepper, Steven A.; Chang, Hua-Hua
Department / Program:Psychology
Discipline:Psychology
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:M.S.
Genre:Thesis
Subject(s):NA
Abstract:As students are exposed to more learning materials or resources, educators and researchers become more interested in selecting effective tools in assisting students' learning process. Specifically, students' mastery and growth of skills in a longitudinal manner depend on the various instructional impacts. However, most current studies tracking transitions of students' mastery of skills rarely addressed instructional effects. For those studies involving intervention covariates, instructional effects are not differentiated considering their categories, the time points they are assigned, and their interactions. This study focuses on the common educational setting when students are assessed after certain instructions. We proposed a cognitive diagnostic model framework in detecting instructional intervention effects while assessing students' learning trajectories. Two specific probit regression models are introduced under the framework. A Bayesian modeling formulation is presented, and Gibbs sampling algorithm is proposed for parameter estimation. Simulation study results show that the proposed model provides accurate estimation of intervention effects and reliable recovery of students' latent attributes.
Issue Date:2019-12-12
Type:Text
URI:http://hdl.handle.net/2142/106500
Rights Information:Copyright 2019 Anqi Li
Date Available in IDEALS:2020-03-02
Date Deposited:2019-12


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