How generally or narrowly do students learn? How quickly or slowly? Will the rate of improvement vary between students? What does it mean for one problem to be similar to another? It might depend on whether the knowledge required for one problem is the same as the knowledge required for another. But is it possible to infer the knowledge requirements of problems directly from student performance data, without human analysis of the tasks?
This year’s challenge asks you to predict student performance on mathematical problems from logs of student interaction with Intelligent Tutoring Systems. This task presents interesting technical challenges, has practical importance, and is scientifically interesting.