@inproceedings{shu-etal-2024-karl,
    title = "{KARL}: Knowledge-Aware Retrieval and Representations aid Retention and Learning in Students",
    author = "Shu, Matthew  and
      Balepur, Nishant  and
      Feng, Shi  and
      Boyd-Graber, Jordan",
    editor = "Al-Onaizan, Yaser  and
      Bansal, Mohit  and
      Chen, Yun-Nung",
    booktitle = "Proceedings of the 2024 Conference on Empirical Methods in Natural Language Processing",
    month = nov,
    year = "2024",
    address = "Miami, Florida, USA",
    publisher = "Association for Computational Linguistics",
    url = "https://preview.aclanthology.org/openreview-verification-message/2024.emnlp-main.784/",
    doi = "10.18653/v1/2024.emnlp-main.784",
    pages = "14161--14178",
    abstract = "Flashcard schedulers rely on 1) *student models* to predict the flashcards a student knows; and 2) *teaching policies* to pick which cards to show next via these predictions.Prior student models, however, just use study data like the student{'}s past responses, ignoring the text on cards. We propose **content-aware scheduling**, the first schedulers exploiting flashcard content.To give the first evidence that such schedulers enhance student learning, we build KARL, a simple but effective content-aware student model employing deep knowledge tracing (DKT), retrieval, and BERT to predict student recall.We train KARL by collecting a new dataset of 123,143 study logs on diverse trivia questions.KARL bests existing student models in AUC and calibration error.To ensure our improved predictions lead to better student learning, we create a novel delta-based teaching policy to deploy KARL online.Based on 32 study paths from 27 users, KARL improves learning efficiency over SOTA, showing KARL{'}s strength and encouraging researchers to look beyond historical study data to fully capture student abilities."
}