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MOOC Video Personalized Classification Based on Cluster Analysis and Process Mining

机译：基于集群分析和流程挖掘的MooC视频个性化分类

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摘要

In the teaching based on MOOC (Massive Open Online Courses) and flipped classroom, a teacher needs to understand the difficulty and importance of MOOC videos in real time for students at different knowledge levels. In this way, a teacher can be more focused on the different difficulties and key points contained in the videos for students in a flipped classroom. Thus, the personalized teaching can be implemented. We propose an approach of MOOC video personalized classification based on cluster analysis and process mining to help a teacher understand the difficulty and importance of MOOC videos for students at different knowledge levels. Specifically, students are first clustered based on their knowledge levels through question answering data. Then, we propose the process model of a group of students which reflects the overall video watching behavior of these students. Next, we propose to use the process mining technique to mine the process model of each student cluster by the video watching data of the involved students. Finally, we propose an approach to measure the difficulty and importance of a video based on a process model. With this approach, MOOC videos can be classified for students at different knowledge levels according to difficulty and importance. Therefore, a teacher can carry out a flipped classroom more efficiently. Experiments on a real data set show that the difficulty and importance of videos obtained by the proposed approach can reflect students’ subjective evaluation of the videos.
机译：在基于MooC（大规模开放的在线课程）和翻转课堂的教学中，教师需要了解MooC视频的实时对不同知识水平的学生的难度和重要性。通过这种方式，老师可以更专注于翻转教室中的学生视频中包含的不同困难和关键点。因此，可以实现个性化教学。我们提出了一种基于集群分析和流程挖掘的MooC视频个性化分类的方法，帮助老师了解MooC视频对不同知识水平的学生的难度和重要性。具体而言，学生通过问题回答数据基于他们的知识水平来集群。然后，我们提出了一群学生的过程模型，反映了这些学生的整体视频观看行为。接下来，我们建议使用过程挖掘技术通过涉及的学生的视频观看数据挖掘每个学生集群的过程模型。最后，我们提出了一种方法来衡量基于过程模型的视频的难度和重要性。通过这种方法，MooC视频可以根据难度和重要性分类为不同知识水平的学生。因此，教师可以更有效地进行翻转的课堂。实验对真实数据集的实验表明，拟议方法获得的视频的难度和重要性可以反映学生对视频的主观评估。

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