scholarly journals Web-Based Multiple Choice Question Answering for English and Arabic Questions

Author(s):  
Rawia Awadallah ◽  
Andreas Rauber
2021 ◽  
Vol 7 (1) ◽  
pp. 23
Author(s):  
Jorge Gabín ◽  
Anxo Pérez ◽  
Javier Parapar

Depression is one of the most prevalent mental health diseases. Although there are effective treatments, the main problem relies on providing early and effective risk detection. Medical experts use self-reporting questionnaires to elaborate their diagnosis, but these questionnaires have some limitations. Social stigmas and the lack of awareness often negatively affect the success of these self-report questionnaires. This article aims to describe techniques to automatically estimate the depression severity from users on social media. We explored the use of pre-trained language models over the subject’s writings. We addressed the task “Measuring the Severity of the Signs of Depression” of eRisk 2020, an initiative in the CLEF Conference. In this task, participants have to fill the Beck Depression Questionnaire (BDI-II). Our proposal explores the application of pre-trained Multiple-Choice Question Answering (MCQA) models to predict user’s answers to the BDI-II questionnaire using their posts on social media. These MCQA models are built over the BERT (Bidirectional Encoder Representations from Transformers) architecture. Our results showed that multiple-choice question answering models could be a suitable alternative for estimating the depression degree, even when small amounts of training data are available (20 users).


2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Gareth R. Davies ◽  
Hereward Proops ◽  
Clare M. Carolan

This paper reports on the development and piloting of a new model of multiple-choice question (MCQ) assessment used in two undergraduate degree modules at a tertiary university. The new model was purposefully designed to promote deeper learning closely aligned with the SOLO taxonomy. Students were invited to participate in an exploratory qualitative study exploring their experience of learning using this new assessment. In total, 13 students completed an online open-ended qualitative questionnaire. Data was analyzed thematically. Four themes were generated: (a) empowered choice, (b) iterative reading, (c) forcing comparison, and (d) justified understandings. Findings suggest that the new model MCQ assessment promoted wider and more prolonged engagement with learning materials and fostered critical comparisons resulting in deeper learning. Limitations in study design mean that further research is merited to develop our model of MCQ assessment and enhance our understanding of students' learning experience.


2010 ◽  
Vol 44 (5) ◽  
pp. 524-525
Author(s):  
S Ayhan Çalişkan ◽  
H İbrahim Durak ◽  
S Elif Törün ◽  
Ö Sürel Karabilgin

Sign in / Sign up

Export Citation Format

Share Document