Search Results for author: Shiwei Tong

Found 5 papers, 2 papers with code

Evaluation of Retrieval-Augmented Generation: A Survey

1 code implementation13 May 2024 Hao Yu, Aoran Gan, Kai Zhang, Shiwei Tong, Qi Liu, Zhaofeng Liu

We consequently enhanced an extensive survey and proposed an analysis framework for benchmarks of RAG systems, RAGR (Retrieval, Generation, Additional Requirement), designed to systematically analyze RAG benchmarks by focusing on measurable outputs and established truths.

Towards a Holistic Understanding of Mathematical Questions with Contrastive Pre-training

1 code implementation18 Jan 2023 Yuting Ning, Zhenya Huang, Xin Lin, Enhong Chen, Shiwei Tong, Zheng Gong, Shijin Wang

To this end, in this paper, we propose a novel contrastive pre-training approach for mathematical question representations, namely QuesCo, which attempts to bring questions with more similar purposes closer.

Contrastive Learning

HGKT: Introducing Hierarchical Exercise Graph for Knowledge Tracing

no code implementations13 Jun 2020 Hanshuang Tong, Zhen Wang, Yun Zhou, Shiwei Tong, Wenyuan Han, Qi Liu

To solve the above problems, we propose a hierarchical graph knowledge tracing model called HGKT to explore the latent hierarchical relations between exercises.

Knowledge Tracing

Chinese Embedding via Stroke and Glyph Information: A Dual-channel View

no code implementations3 Jun 2019 Hanqing Tao, Shiwei Tong, Tong Xu, Qi Liu, Enhong Chen

Recent studies have consistently given positive hints that morphology is helpful in enriching word embeddings.

Word Embeddings Word Similarity

Exploiting Cognitive Structure for Adaptive Learning

no code implementations23 May 2019 Qi Liu, Shiwei Tong, Chuanren Liu, Hongke Zhao, Enhong Chen, Haiping Ma, Shijin Wang

Although it is well known that modeling the cognitive structure including knowledge level of learners and knowledge structure (e. g., the prerequisite relations) of learning items is important for learning path recommendation, existing methods for adaptive learning often separately focus on either knowledge levels of learners or knowledge structure of learning items.

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