Tracking Behavioral Patterns among Students in an Online Educational System

Analysis of log data generated by online educational systems is an essential task to better the educational systems and increase our understanding of how students learn. In this study we investigate previously unseen data from Clio Online, the largest provider of digital learning content for primary schools in Denmark. We consider data for 14,810 students with 3 million sessions in the period 2015-2017. We analyze student activity in periods of one week. By using non-negative matrix factorization techniques, we obtain soft clusterings, revealing dependencies among time of day, subject, activity type, activity complexity (measured by Bloom's taxonomy), and performance. Furthermore, our method allows for tracking behavioral changes of individual students over time, as well as general behavioral changes in the educational system. Based on the results, we give suggestions for behavioral changes, in order to optimize the learning experience and improve performance.

Investigating Writing Style Development in High School

In this paper we do the first large scale analysis of writing style development among Danish high school students. More than 10K students with more than 100K essays are analyzed. Writing style itself is often studied in the natural language processing community, but usually with the goal of verifying authorship, assessing quality or popularity, or other kinds of predictions. In this work, we analyze writing style changes over time, with the goal of detecting global development trends among students, and identifying at-risk students. We train a Siamese neural network to compute the similarity between two texts. Using this similarity measure, a student's newer essays are compared to their first essays, and a writing style development profile is constructed for the student. We cluster these student profiles and analyze the resulting clusters in order to detect general development patterns. We evaluate clusters with respect to writing style quality indicators, and identify optimal clusters, showing significant improvement in writing style, while also observing suboptimal clusters, exhibiting periods of limited development and even setbacks. Furthermore, we identify general development trends between high school students, showing that as students progress through high school, their writing style deviates, leaving students less similar when they finish high school, than when they start.

Detecting Ghostwriters in High Schools

Students hiring ghostwriters to write their assignments is an increasing problem in educational institutions all over the world, with companies selling these services as a product. In this work, we develop automatic techniques with special focus on detecting such ghostwriting in high school assignments. This is done by training deep neural networks on an unprecedented large amount of data supplied by the Danish company MaCom, which covers 90% of Danish high schools. We achieve an accuracy of 0.875 and a AUC score of 0.947 on an evenly split data set.