1. Advanced Methods and Analysis for the Learning and Social Sciences PSY505 Spring term, 2012 March 16, 2012

2. Today’s Class Motif Extraction

3. Today… We’re going to discuss a method that I’ve never used In fact, to the best of my knowledge it has only been used once in EDM It is a key method in bioinformatics, and I think it has a lot of potential for EDM

4. Today… You might ask: why are we discussing it? It is a key method in bioinformatics, and I think it has a lot of potential for EDM

5. Since… It‘s not a well-established method in EDM We’ll focus on a single paper more than usual And brainstorm together for how the method might be applicable more broadly in educational problems – As well as other relevant problems in the social sciences

6. Motif Short, recurring pattern in a sequence of categories occurring over time

7. Motif in Music Short, recurring pattern of notes in a musical composition

8. Motif in Music What’s the motif? http://www.youtube.com/watch?v=rRgXUFnf KIY http://www.youtube.com/watch?v=rRgXUFnf KIY How many times does the motif occur?

9. Motif in Music What’s the motif? http://www.youtube.com/watch?v=rRgXUFnf KIY http://www.youtube.com/watch?v=rRgXUFnf KIY How many times does the motif occur? – Depends on how you define it, right? – And that’s part of the challenge…

10. Motif in Language Short, recurring pattern of characters in a sequence of characters occurring over time

11. Motif in Genetics Short, recurring pattern of genes in a sequence of genes occurring over time Typically written as letters

12. Goal of Motif Extraction Discern a common pattern of characters in a large corpus of characters The characters may vary slightly from case to case

13. Can you find the motif?

14. UBSWWDFKLWPRHUC JBDPXBDVEJVMBKK VBDWNLROFVUBFFW OWIFTIENDOXJXIOB AUAAOOXZAABZSBT MUAWSNTVZXSFHMI LFQRKUTFRIENDOV LOMTPOQHJVYYMFJ LWGJMVPKYOZNMSA RUPMFOHPVSPPVPT BAZXVFTPQFQJVBM HLPMOKUOXGRIENDO INUSUNSGDAAICAV XRZZWCDXOVZZJKQ VOVCROMCJTOLXYU HUVRYFREENDOBBGC AQJBVXJCAJLEMAU ONJORIFCGAUGIRN PJGCHBDQIWJJTMQ IQYQHKKBNBVDFPV JJLHWPZAYZIGGEH IGJZRMAAWJBESSS JXZFRIEMDOVZRBJY IRPWYIRJISLFVFF

15. How would you describe the motif? UBSWWDFKLWPRHUC JBDPXBDVEJVMBKK VBDWNLROFVUBFFW OWIFTIENDOXJXIOB AUAAOOXZAABZSBT MUAWSNTVZXSFHMI LFQRKUTFRIENDOV LOMTPOQHJVYYMFJ LWGJMVPKYOZNMSA RUPMFOHPVSPPVPT BAZXVFTPQFQJVBM HLPMOKUOXGRIENDO INUSUNSGDAAICAV XRZZWCDXOVZZJKQ VOVCROMCJTOLXYU HUVRYFREENDOBBGC AQJBVXJCAJLEMAU ONJORIFCGAUGIRN PJGCHBDQIWJJTMQ IQYQHKKBNBVDFPV JJLHWPZAYZIGGEH IGJZRMAAWJBESSS JXZFRIEMDOVZRBJY IRPWYIRJISLFVFF

16. Finding motifs Several algorithms

17. Finding motifs Variant on PROJECTION algorithm (Tompa & Buhler, 2001) used in (Shanabrook et al., 2010) – Only example of motif extraction in educational data mining so far

18. Big idea For each character string C that could be a motif example (e.g. all character strings of desired length) – Create a set of projections, random variations of C that vary in one or more ways

19. Big idea For each pair of strings C1 and C2, see how many overlaps there are between their projection matrices Take the pair with the most matches and combine into a motif – Creating multi-example motif if 3+ get added together Repeat until goal number of motifs is found, or until new motif is below criterion goodness

20. Goodness Typically, likelihood is used

21. Motif in Education Short, recurring pattern of behaviors in a sequence of behaviors occurring over time Written as letters in Shanabrook et al. (2010)

22. Detail for education How do you segment student behavior? Could use student’s interaction on an entire problem, and compute letters across whole problem – Might make more sense in tutors with shorter problems (e.g. ASSISTments) Could use student’s interaction on an entire problem, and define letters differently for context within whole problem – Approach used by Shanabrook et al. (2010) Could use “sliding window” of N actions

23. Behaviors in Shanabrook et al. “hints (a, b, c) – Hints is a measure of the number of hints viewed for this problem. Although each problem has a maximum number of hints, the hint count does not have an upper bound because students can repeat hints and the count will increase at each repeated view. The three categories for hints are: (a) no hints, meaning that thestudent did not use the hint facility for that problem, (b) meaning the student used the hint facility, but was not given the solution, and (c) last hint solved, meaning that the student was given the solution to the problem by the last hint. As described above, this metric combines two values logged by the tutor: the count of hints seen, and an indicator that the final hint giving the answer was seen. The data could have been simply binned low, medium, high hints; however, this would have missed the significance of zero hints and using hints to reveal the problem solution.”

24. Behaviors in Shanabrook et al. “secFirst (d, e, f) – The seconds to first attempt is an important measure as it is during this time that the student is reading the problem and formulating their response. In previous research [6], five seconds was determined to be a threshold for this metric representing gaming: students who make a first attempt in less than five seconds are considered not working on-task. We divide secFirst into three bins: (d) less than 5 sec, (e) 5 to 30 sec, (f) greater than 30 sec. (d) represents students who are gaming the system, (e) represents a moderate time to the first attempt, (f) represents a long time to the first attempt. The cut at 30 seconds was chosen because it equalizes the distribution of bins (e and f), representing a division between a moderate and a long time to the first attempt.”

25. Behaviors in Shanabrook et al. “secOther (g, h, i, j, k) – This variable represents actions related to answering the problem after the first attempt was made. While the first attempt includes the problem reading and solution time, subsequent solution attempts could be much quicker and the student could still be making good effort. secOther is categorized in five bins: (g) skip, (h) solved on first, (i) 0 to 1.2 sec, (j) 1.2 to 2.9 sec, (k) greater than 2.9 sec. First, there are two categorical bins, skip and solve on first attempt. These are each determined from an indicator in the log data for that problem. Skipping a problem implies only that students never clicked on a correct answer; they could have worked on the problem and then given up, or immediately skipped to the next problem with only a quick look. Solved on first attempt indicates correctly solving the problem. If neither of the first two bins are indicated in the logs, then the secOther metric measures the mean time for all attempts after the first. The divisions of 1.2 sec and 2.9 sec for the latter three bins were obtained using the mean and one standard deviation above the mean for all tutor usage; (i) less than 1.2 seconds would indicate guessing, (j) would indicate normal attempts, and (k) would indicate a long time between attempts.”

26. Behaviors in Shanabrook et al. “numIncorrect – (o, p, q) - Each problem has four or five possible answer choices, that we divide into three groups: (o) zero incorrect attempts, indicates either solved on first attempt, skipped problem, or last hint solves problem (defined by the other metrics); (p) indicates choosing the correct answer in the second or third attempt, and (q) obtaining the answer by default in a four answer problem or possibly guessing when there is five answer problem.”

27. What other constructs could be used? What other kinds of constructs could be used for the atoms of motif analyses in educational analyses? – At this grain-size (e.g. specific actions)

28. What other constructs could be used? What other kinds of constructs could be used for the atoms of motif analyses in educational analyses? – At other grain-sizes?

29. Common Motifs {adgo, adip, adiq} {aeho, afho} {ceho} {adgo, aeho} {aeiq aeho aeho aekp aeho aeiq aeho aeip aeho aeip}

30. Interpretations (Shanabrook et al., 2010) {adgo, adip, adiq} – gaming the system {aeho, afho} – “This student is using the tutor appropriately, but not being challenged.” {ceho} – problem is too difficult {adgo, aeho} – student is skipping problems {aeiq aeho aeho aekp aeho aeiq aeho aeip aeho aeip} – working on-task

31. Do you agree with interpretations? {adgo, adip, adiq} – gaming the system {aeho, afho} – “This student is using the tutor appropriately, but not being challenged.” {ceho} – problem is too difficult {adgo, aeho} – student is skipping problems {aeiq aeho aeho aekp aeho aeiq aeho aeip aeho aeip} – working on-task

32. How can researchers form good interpretations?

33. What other applications? What other applications could motif extraction be used for in education?

34. Questions? Comments?

35. Asgn. 8 Questions? Comments?

36. Next Class Monday, March 19 3pm-5pm AK232 Association Rule Mining Readings Witten, I.H., Frank, E. (2005) Data Mining: Practical Machine Learning Tools and Techniques. Section 4.5. Merceron, A., Yacef, K. (2008) Interestingness Measures for Association Rules in Educational Data. Proceedings of the 1st International Conference on Educational Data Mining, 57-66. Assignments Due: None

37. The End