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Difficulty-Controllable Neural Question Generation for Reading Comprehension using Item Response Theory.
Masaki Uto
Yuto Tomikawa
Ayaka Suzuki
Published in:
BEA@ACL (2023)
Keyphrases
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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