Difficulty-Controllable Neural Question Generation for Reading Comprehension using Item Response Theory.

Masaki Uto Yuto Tomikawa Ayaka Suzuki

Published in: BEA@ACL (2023)

Keyphrases

reading comprehension
item response theory
computer assisted
vocabulary acquisition
multiple choice
student model
handwriting recognition
intelligent tutoring systems
computer assisted language learning
text mining
online learning
student knowledge