Predicting learning achievement using ensemble learning with result explanation.
Predicting learning achievement is a crucial strategy to address high dropout rates. However, existing prediction models often exhibit biases, limiting their accuracy. Moreover, the lack of interpretability in current machine learning methods restricts their practical application in education. To ov...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Public Library of Science (PLoS)
2025-01-01
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| Series: | PLoS ONE |
| Online Access: | https://doi.org/10.1371/journal.pone.0312124 |
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| Summary: | Predicting learning achievement is a crucial strategy to address high dropout rates. However, existing prediction models often exhibit biases, limiting their accuracy. Moreover, the lack of interpretability in current machine learning methods restricts their practical application in education. To overcome these challenges, this research combines the strengths of various machine learning algorithms to design a robust model that performs well across multiple metrics, and uses interpretability analysis to elucidate the prediction results. This study introduces a predictive framework for learning achievement based on ensemble learning techniques. Specifically, six distinct machine learning models are utilized to establish a base learner, with logistic regression serving as the meta learner to construct an ensemble model for predicting learning achievement. The SHapley Additive exPlanation (SHAP) model is then employed to explain the prediction results. Through the experiments on XuetangX dataset, the effectiveness of the proposed model is verified. The proposed model outperforms traditional machine learning and deep learning model in terms of prediction accuracy. The results demonstrate that the ensemble learning-based predictive framework significantly outperforms traditional machine learning methods. Through feature importance analysis, the SHAP method enhances model interpretability and improves the reliability of the prediction results, enabling more personalized interventions to support students. |
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| ISSN: | 1932-6203 |