Rakesh Agrawal, Sunandan Chakraborty, Sreenivas Gollapudi, Anitha Kannan, and Krishnaram Kenthapadi
Good textbooks are organized in a systematically progressive fashion so that students acquire new knowledge and learn new concepts based on known items of information. We provide a diagnostic tool for quantitatively assessing the comprehension burden that a textbook imposes on the reader due to non-sequential presentation of concepts. We present a formal definition of comprehension burden and propose an algorithmic approach for computing it. We apply the tool to a corpus of high school textbooks from India and empirically examine its effectiveness in helping authors identify sections of textbooks that can benefit from reorganizing the material presented.
In ACM SIGKDD Conference on Knowledge Discovery and Data Mining (KDD)