arXiv:2606.06804v1 Announce Type: new Abstract: Digital learning environments record learners' responses to individual items, making it possible to study the development of specific skills rather than overall scores. Drawing conclusions about learning from these data requires a model that links responses to latent skills and tracks how mastery changes over time. When the skills measured by each item are unknown, the analyst must decide whether to estimate this structure, the Q-matrix, jointly with the learning process, or to establish it first and study learning afterwards. We show that this d

Source: arXiv cs.LG — read the full report at the original publisher.

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