Learning to Identify Students’ Relevant and Irrelevant Questions in a Micro-blogging Supported Classroom
This paper proposes a novel application of text categorization for two types questions asked in a micro-blogging supported classroom, namely relevant and irrelevant questions. Empirical results and analysis show that utilizing the correlation between questions and available lecture materials in a lecture along with personalization and question text leads to significantly higher categorization accuracy than i) using personalization along with question text and ii) using question text alone.
text catagorization, micro-blogging, relevant and irrelevant questions, question text
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