A Novel Hybrid Student Model for Personalized Education - Advances in Personalized Web-Based Education - page 88

on variables and constants, 33 % errors on the assignment statement and 50 %
errors on the arithmetic operators. Therefore, his current student model has the
following values: KL = 1, ErrTyp = “prone to syntax errors”, PrK = “none”. The
system infers that George did not read the corresponding domains. So, he is not
transmitted to the next KL stereotype, but he is advised to revise the concepts of
his current KL stereotype.

Table 3.7 Anna's progress

Domain concepts Learner's knowledge

Before After

(KL = 2) (KL = 2)

(0, 0, 0, 0, 1) (0, 0, 0, 0, 1)

C 1.1

C 1.2 (0,0, 0, 0.2, 0.8) (0,0, 0, 0.2, 0.8)

(0, 0, 0, 0.1, 0.9) (0, 0, 0, 0.1, 0.9)

C 1.3

(0,0, 0, 0, 1) (0,0, 0, 0, 1)

C 1.4

C 1.5 (0, 0, 0, 0.08, 0.82) (0, 0, 0, 0.08, 0.82)

(0, 0, 0, 0.3, 0.7) (0, 0, 0, 0.3, 0.7)

C 1.6

(0, 0, 0, 0.23, 77) (0, 0, 0, 0.23, 77)

C 1.7

C 2.1 (0, 0, 0, 0.16, 0.84) (0, 0, 0, 0.16, 0.84)

(0, 0, 0, 0.62, 0.38) (0, 0, 0.11, 0.89, 0)

C 3.1

C 3.2 (0, 0, 0, 1, 0) (0, 0, 1, 0, 0)

C 3.2.1 (0, 0, 0, 0.2, 0.8) (0, 0, 0, 0.2, 0.8)

(0, 0, 0.3, 0.7, 0) (0, 0, 0.64, 0.36, 0)

C 3.3

C 4.1 (1, 0, 0, 0, 0) (1, 0, 0, 0, 0)

C 4.2 (1, 0, 0, 0, 0) (1, 0, 0, 0, 0)

(1, 0, 0, 0, 0) (1, 0, 0, 0, 0)

C 4.3

C 4.4 (1, 0, 0, 0, 0) (1, 0, 0, 0, 0)

(0.63, 0, 0, 0.07, 0.3) (0.63, 0, 0, 0.07,

0.3)

C 4.5

C 5.1 (1, 0, 0, 0, 0) (1, 0, 0, 0, 0)

(1, 0, 0, 0, 0) (1, 0, 0, 0, 0)

C 5.2

(1, 0, 0, 0, 0) (1, 0, 0, 0, 0)

C 5.3

C 5.4 (1, 0, 0, 0, 0) (1, 0, 0, 0, 0)

(0.63, 0, 0, 0.07, 0.3) (0.63, 0, 0, 0.07,

0.3)

C 5.5

C 5.6 (1, 0, 0, 0, 0) (1, 0, 0, 0, 0)

(1, 0, 0, 0, 0) (1, 0, 0, 0, 0)

C 6.1

C 6.2 (1, 0, 0, 0, 0) (1, 0, 0, 0, 0)

C 6.3 (1, 0, 0, 0, 0) (1, 0, 0, 0, 0)

(1, 0, 0, 0, 0) (1, 0, 0, 0, 0)

C 6.4

C 6.5 (1, 0, 0, 0, 0) (1, 0, 0, 0, 0)

C 6.6 (1, 0, 0, 0, 0) (1, 0, 0, 0, 0)

(1, 0, 0, 0, 0) (1, 0, 0, 0, 0)

C 6.7

C 7.1 (1, 0, 0, 0, 0) (1, 0, 0, 0, 0)