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This research introduces a regularization technique for deep knowledge tracing models that simultaneously enhances interpretability and robustness against overfitting, addressing critical barriers to adoption in educational settings. By integrating Item Response Theory (IRT) constraints, the method offers a more feasible path for deploying AI-driven learning analytics where model transparency is essential.
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RegKT: Interpretable and Robust Deep Knowledge Tracing With IRT-Regularizer

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arXiv:2609.21791v1 Announce Type: new Abstract: As deep learning models continue to advance, knowledge tracing models have achieved higher accuracy. However, these gains come at the cost of reduced interpretability, which is crucial for practitioners in educational settings to adopt new methodologies. Additionally, deep learning models are prone to overfitting, particularly when dealing with the small datasets that are common in educational applications. In this paper, we propose a novel regularization technique designed to enhance the robustness of deep-learning-based knowledge tracing models, while simultaneously improving their interpretability. Our method addresses both the interpretability and overfitting challenges, making it more feasible for real-world educational applications.

Abstract:As deep learning models continue to advance, knowledge tracing models have achieved higher accuracy. However, these gains come at the cost of reduced interpretability, which is crucial for practitioners in educational settings to adopt new methodologies. Additionally, deep learning models are prone to overfitting, particularly when dealing with the small datasets that are common in educational applications. In this paper, we propose a novel regularization technique designed to enhance the robustness of deep-learning-based knowledge tracing models, while simultaneously improving their interpretability. Our method addresses both the interpretability and overfitting challenges, making it more feasible for real-world educational applications.

Machine Learning (cs.LG)

arXiv:2609.21791 [cs.LG]

(or arXiv:2609.21791v1 [cs.LG] for this version)

https://doi.org/10.48550/arXiv.2609.21791 Focus to learn more arXiv-issued DOI via DataCite (pending registration)

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