{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/106500"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/106500","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Detecting intervention effects with a cognitive diagnostic model for learning trajectories","abstract":"As students are exposed to more learning materials or resources, educators and researchers become more interested in selecting effective tools in assisting students' learning process. Specifically, students' mastery and growth of skills in a longitudinal manner depend on the various instructional impacts. However, most current studies tracking transitions of students' mastery of skills rarely addressed instructional effects. For those studies involving intervention covariates, instructional effects are not differentiated considering their categories, the time points they are assigned, and their interactions. This study focuses on the common educational setting when students are assessed after certain instructions. We proposed a cognitive diagnostic model framework in detecting instructional intervention effects while assessing students' learning trajectories. Two specific probit regression models are introduced under the framework. A Bayesian modeling formulation is presented, and Gibbs sampling algorithm is proposed for parameter estimation. Simulation study results show that the proposed model provides accurate estimation of intervention effects and reliable recovery of students' latent attributes.","abstract_html":"As students are exposed to more learning materials or resources, educators and researchers become more interested in selecting effective tools in assisting students' learning process. Specifically, students' mastery and growth of skills in a longitudinal manner depend on the various instructional impacts. However, most current studies tracking transitions of students' mastery of skills rarely addressed instructional effects. For those studies involving intervention covariates, instructional effects are not differentiated considering their categories, the time points they are assigned, and their interactions. This study focuses on the common educational setting when students are assessed after certain instructions. We proposed a cognitive diagnostic model framework in detecting instructional intervention effects while assessing students' learning trajectories. Two specific probit regression models are introduced under the framework. A Bayesian modeling formulation is presented, and Gibbs sampling algorithm is proposed for parameter estimation. Simulation study results show that the proposed model provides accurate estimation of intervention effects and reliable recovery of students' latent attributes.","abstract_has_math":false,"creators":["Li, Anqi"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Culpepper, Steven A.","Chang, Hua-Hua"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-03-02T22:38:59Z","date_published":"2020-03-02T22:38:59Z","updated_at":"2026-07-22T22:24:47Z","subjects":["NA"],"languages":["en"],"rights":["Copyright 2019 Anqi Li"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/106500","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Culpepper, Steven A.","Chang, Hua-Hua"]},{"key":"dc:creator","label":"Author","values":["Li, Anqi"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2020-03-02T22:38:59Z","2022-03-03T10:15:25Z","2019-12-12","2019-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["NA"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2019 Anqi Li"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/106500"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["As students are exposed to more learning materials or resources, educators and researchers become more interested in selecting effective tools in assisting students' learning process. 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