Published
2021-09-15
Issue
Section
Articles
How to Cite
A New Approach to Modelling Students’ Socio-Emotional Attributes to Predict Their Performance in Intelligent Tutoring Systems
Kouamé Abel ASSIELOU
Laboratoire de Recherche en Informatique et Télécommunication (LARIT), Institut National Polytechnique Félix Houphouët-Boigny (INP-HB), Yamoussoukro, Côte d’Ivoire.
https://orcid.org/0000-0002-1342-3083
Cissé Théodore HABA
Laboratoire de Recherche en Informatique et Télécommunication (LARIT), Institut National Polytechnique Félix Houphouët-Boigny (INP-HB), Yamoussoukro, Côte d’Ivoire.
https://orcid.org/0000-0002-4018-7194
Tanon Lambert KADJO
Laboratoire de Recherche en Informatique et Télécommunication (LARIT), Institut National Polytechnique Félix Houphouët-Boigny (INP-HB), Yamoussoukro, Côte d’Ivoire.
https://orcid.org/0000-0002-4776-3019
Bi Tra GOORE
Laboratoire de Recherche en Informatique et Télécommunication (LARIT), Institut National Polytechnique Félix Houphouët-Boigny (INP-HB), Yamoussoukro, Côte d’Ivoire.
https://orcid.org/0000-0002-7045-6041
Kouakou Daniel YAO
Laboratoire d'Études et de Prévention en Psychoéducation (LEPPE-ENS-Abidjan), Université Jean Lorougnon Guédé (UJLoG), Daloa, Côte d'Ivoire.
https://orcid.org/0000-0002-4144-9344
DOI: https://doi.org/10.20448/journal.509.2021.83.340.348
Keywords: Intelligent tutoring system, Impact of emotions, Social influence, Socio-emotional intelligence, Matrix factorization, Student performance prediction.
Abstract
Intelligent Tutoring Systems (ITS) are computer-based learning environments that aim to imitate to the greatest possible extent the behavior of a human tutor in their capacity as a pedagogical and subject expert. One of the major challenges of these systems is to know how to adapt the training both to changing requirements of all kinds and to student knowledge and reactions. The activities recommended by these systems mainly involve active student performance prediction that, nowadays, becomes problematic in the face of the expectations of the present world. In the associated literature, several approaches, using various attributes, have been proposed to solve the problem of performance prediction. However, these approaches have failed to take advantage of the synergistic effect of students' social and emotional factors as better prediction attributes. This paper proposes an approach to predict student performance called SoEmo-WMRMF that exploits not only cognitive abilities, but also group work relationships between students and the impact of their emotions. More precisely, this approach models five types of domain relations through a Weighted Multi-Relational Matrix Factorization (WMRMF) model. An evaluation carried out on a data sample extracted from a survey carried out in a general secondary school showed that the proposed approach gives better performance in terms of reduction of the Root Mean Squared Error (RMSE) compared to other models simulated in this paper.