=Paper=
{{Paper
|id=Vol-3667/DC-LAK24-paper-4
|storemode=property
|title=Personalized Navigation Recommendation for E-book Page Jump
|pdfUrl=https://ceur-ws.org/Vol-3667/DC-LAK24-paper-4.pdf
|volume=Vol-3667
|authors=Boxuan Ma,Li Chen,Min Lu
|dblpUrl=https://dblp.org/rec/conf/lak/MaC024
}}
==Personalized Navigation Recommendation for E-book Page Jump==
https://ceur-ws.org/Vol-3667/DC-LAK24-paper-4.pdf
Personalized Navigation Recommendation for E-book
Page Jump
Boxuan Ma1, Li Chen2 and Min Lu3
1 Kyushu University, Faculty of Art and Science, Fukuoka, Japan
2 Kyushu University, Faculty of Information Science and Electrical Engineering, Fukuoka, Japan
3 Akita University, Faculty of Engineering Science, Akita, Japan
Abstract
As the utilization of digital learning materials continues to rise in higher education, the accumulated
operational log data provide a unique opportunity to analyze student reading behaviors. Previous works on
reading behaviors for e-books have identified jump-back as frequent student behavior, which refers to students
returning to previous pages to reflect on them during the reading. However, the lack of navigation in e-book
systems makes finding the right page at once challenging. Students usually need to try several times to find
the correct page, which indicates the strong demand for personalized navigation recommendations. This work
aims to help the student alleviate this problem by recommending the right page for a jump-back. Specifically,
we propose a model for personalized navigation recommendations based on neural networks. A two-phase
experiment is conducted to evaluate the proposed model, and the experimental result on real-world datasets
validates the feasibility and effectiveness of the proposed method.
Keywords
Reading behavior,1E-book navigation, educational data, page recommendation
1. Introduction
E-books are rapidly gaining ground in recent years, transforming how we teach in higher education [29,
30]. Beyond their convenience, e-books provide a treasure trove of data through students’ interactions
with digital texts, something we cannot do with traditional textbooks. Hundreds of students read the
same e-textbook in and out of class, and every interaction, from page flip to highlight and annotation,
is recorded. Analyzing these data gives us exciting new possibilities to understand how students behave
and improve education.
Meanwhile, despite the vast number of students using e-book systems, the system cannot understand
students’ intentions to offer students personalized learning experiences, and interactivities between the
system and the students still need to be improved [38, 39]. One major challenge of such a system is
designing "smart" interactions to improve student engagement and learning experience [23]. For
example, jump-back is a frequent behavior with strong user intention when students interact with e-
books [22]. Many students often return to previous pages to review during the reading since they want
to reread the difficult or missed concept that is not understood well when reading later pages or refer to
the related content when doing quizzes or practices [23]. However, the lack of navigation function of
an e-book significantly influences its usability, for example, previous works found that students usually
need to try several times to find the correct page without good navigation aids with the system [11, 23].
Although much effort has been devoted to e-book navigation research, most of them only focus on
designing e-book interfaces, ignoring the power of historical data. With the increasing availability of
learner-e-book interaction data, one interesting question arises: Can we leverage data-driven techniques
to help alleviate the navigation problem? More specifically, our objective is to explore how we can
develop a model to understand user intentions and aid them in locating the most relevant previous pages
for rereading.
LAK-WS 2024: Joint Proceedings of LAK 2024 Workshops, March 18–19, Kyoto, Japan
boxuan@artsci.kyushu-u.ac.jp (B. Ma); chenli@artsci.kyushu-u.ac.jp (C. Li); lu@ie.akita-u.ac.jp (M. Lu)
0000-0002-1566-880X (B. Ma); 0000-0003-0063-8744 (C. Li); 0000-0001-7503-1301 (M. Lu)
© 2023 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
Figure 1: An example of jump-back recommendations. The different-sized circles represent possible
end pages, where a larger circle means a more significant probability. The page with the highest
probability describes the concept of information entropy theory.
Figure 1 shows a simple example of the navigation problem we are going to deal with. Image a
student is reading an e-textbook page, which gives an exercise problem and the solution about
calculating the amount of information. To understand the exercise better, he/she attempts to reread the
earlier page that explains the relevant concepts. Then, the system automatically detects the student’s
intention and recommends several relevant pages. For example, page 17, the page with the highest
probability, describes the concept of information entropy theory. This problem is referred to as an
automated navigation recommendation. The primary challenge here is to develop a data-driven model
by considering the lecture content, preferences of the current user, and the historical jump-back behavior
of all users for navigation recommendations.
In this paper, we studied the problem of automated navigation recommendations for e-books, which
aims to provide more smart interactions between e-book systems and students. Using historical data,
we proposed a model to recommend the right page for a jump-back based on user preference. Our
experiments validate the effectiveness of the proposed method using real datasets from the courses at
our university.
2. Related Work
2.1. Analyzing E-book Reading Behaviors
Many researchers focus on analyzing learners’ behaviors when they interact with e-textbook learning
materials, aiming to understand how students learn and what they need when reading learning materials
[1, 15, 19, 32].
Considerable research efforts have been devoted to mining students browsing patterns based on their
log data [26, 31]. For example, Majumdar et al. [24] analyzed e-textbook logs during specific critical
reading tasks to represent learners’ reading behaviors with learning strategies such as critical reading.
Ma et al. [22] modeled and analyzed the differences in e-textbook reading behavior patterns between
traditional face-to-face classes and online classes during the pandemic. Their results show that online
lectures lead to more off-task behaviors. Some works pay attention to specific reading behaviors. Yin
et al. [37] grouped students into four clusters using k-means clustering, and their reading behavioral
patterns were analyzed. Ma et al. [21] extracted the jump-back behaviors from the e-textbook reading
stream data and then systematically studied the behaviors from different perspectives. Following this
line, they identified six content categories that give rise to jump-back incidents: explanation of concept
and theorem, example problem and solution, assignments and in-class exercise, learning objectives,
beginning of a new unit, and tutorial steps [23].
On the other hand, some researchers focus on the relationship between student learning behavior
and their score, and e-book log data are used to predict student performance. Okubo et al. propose a
recurrent neural network based method for predicting student performance using e-book log data [27].
Junco et al. [10] conducted linear regression analyses to determine whether e-book usage metrics
predicted final course grades. In addition, the correlation between students’ reading behaviors in an e-
book system and their academic achievement is investigated to identify the key e-book features that
may affect students’ performance [6] and engagement [35]. Students’ e-textbook interaction data can
also be used to model student knowledge acquisition. Huang et al. [9] proposed a knowledge tracing
model that measures students’ level of knowledge of the underlying concept by looking at the amount
of time she/he has spent on the related pages of the e-book. Following these works, Akçapınar et al. [2]
analyzed students’ e-textbook interaction data and developed an early warning system for students at
risk of academic failure. Additionally, their other work explored students’ reading approaches from e-
textbook data using theory-driven and data-driven approaches [1]. The results identified three different
reading approaches: deep, strategic, and surface.
Although e-book reading behaviors have been widely explored, most existing works aim at
analyzing or visualizing data rather than studying historical data in depth to facilitate e-book interaction.
These works inspire us to select useful interaction activities from e-book log data. We use these data
further to build interaction techniques for navigation recommendations, which prior work has not done.
2.1. Facilitating Navigation of Learning Material
2.1.1. Facilitating Video Navigation
A large number of works focus on the specific research of video navigation, as watching course videos
is the most important activity for online learning platforms such as MOOCs [14]. Some researchers
focus on studying user behavior patterns and their implications [13, 17]. They find strong correlations
between user behaviors and video content [8], interesting video segments can be detected through users’
collective interactions (e.g., seek/scrub, play, pause) with the video [3, 7]. Based on these works, many
video interfaces provide navigation distribution according to the historical data, and then detect user
intention and recommend potential positions to go automatically. For example, Yadav et al. [34]
designed a system that provides nonlinear navigation in educational videos, which utilizes features
derived from a combination of the audio and visual content of a video. Carlier et al. [4] collect viewing
statistics as users view a video and use these data to reinforce the recommendation of viewports for
users. Kim et al. [12] present a 2D video timeline with an embedded visualization of collective
navigation traces and a visual summary representing points with frequent learner activity. Zhang et al.
[39] introduced an approach to segment videos and used a factorization machine model to provide
navigation suggestions in MOOCs.
In general, the literature has pointed to interesting findings and inspired our work. However, these
works are limited only to videos, which rely on visual and auditory elements and provide a more
immersive passive viewing experience. At the same time, e-books focus on text and images, offer a
one-way content consumption by reading, and need more user interaction. Therefore, methods designed
for video cannot be applied directly to e-textbook systems in university environments.
2.1.2. Facilitating E-book Navigation.
There are also some works for the specific research of e-book navigation. One line of these works
toward designing navigation functions of the interface, including book-marking, reading dashboard,
and concept map. For example, Yoon et al. [38] introduced Touch-Bookmark, a multitouch navigation
technique for e-books. It enables users to bookmark a page in a casual manner and return to it quickly
when required. However, the bookmark still needs to be set manually. Lu et al. [20] developed a reading
path dashboard to support the visualization of the reading path for students. Such a dashboard makes it
easier for students to find their interests and confusion while a course is offered. However, it is
insufficient for personalized navigation aid purposes. In contrast, technology-supported concept maps
are also used for e-book navigation [5, 16, 18, 28, 33]. In these approaches, pre-constructed concept
maps are presented to learners, and they can use the map as a navigational aid by clicking on concept
map nodes to move to the related page. While the problem is the pre-constructed concept maps are
expensive as they need human expert labor. Even though some works try to generate concept maps
automatically, they are difficult for students to comprehend, minimizing gains from using them as
navigational tools [5, 18, 33].
Another line of these works is more similar to ours, which focuses on designing smart interactions
by providing automated navigation recommendations for students. Yang et al. [36] propose an e-book
page ranking method to rank e-book pages automatically. The top-ranked e-book pages are then selected
to form the reading recommendation. However, their method is used for preview purposes and only
provides pre-class reading recommendations. Recently, Kang and Yin [11] developed a
recommendation system combining the TF-IDF model and page jumping model to recommend students
the desired pages when reading, but their model tends to be simple and ignores user preferences.
In summary, previous works made a great success for e-book navigation. However, most works
focus on interface design, and there was little work solving this problem using neural networks.
Therefore, our work contributes to the current research by providing personalized navigation
recommendations leveraging interaction history data and combining content and user preferences to
predict and recommend pages for e-textbook navigation automatically when users touch the e-book
progress bar.
3. Automated Navigation Framework
3.1. Problem Formulation
Our goal is to make personalized recommendations to a student when he/she is planning to jump back
to the previous page for review. More specifically, when a student clicks the cursor on the progress bar
of an e-textbook, it triggers navigation recommendations automatically. Formally, given a learning
material 𝑙, a student 𝑠, the start page 𝑝𝑠, the objective is to train a model to maximize the probability
that student 𝑠 would jump back to the end page 𝑝𝑒 (𝑝𝑒 < 𝑝𝑠) of the e-textbook 𝑙. Given enough log data,
we aim to build a model to recommend the relevant pages for each learner at each page.
3.2. Model
As shown in Figure 2, we propose a framework with deep learning. Specifically, for each jump-back
log, we use the preferences of the corresponding student, the start page, and the end page with learning
material characteristics as input. Then, the model learns the interaction function among the variables
and outputs the correct probability of the end page.
3.2.1. Features
Inspired by previous studies, we extract the following features from the interaction data in our work,
including user preference features, interaction features, and learning material features.
User Preference Features. Previous research showed that different students would have different
jump-back patterns, such as the frequency of the jump-back, jump span, and the length of their read
time after jumping to their desired page [23]. These features are also helpful in predicting student
performance [36]. Therefore, we use the following features to identify specific student’s personal
preference 𝒑.
• Stay Time: the reading time after jumping to the student’s desired page of the specific jump-back.
• Jump Span: the number of pages between the start and end pages of the specific jump-back.
Interaction Features. These are the basic features that indicate the start and end positions for a
specific jump-back behavior:
• Start Page: the corresponding page number of the start page.
• End Page: the corresponding page number of the start page.
Learning Material Features. Previous works showed that features of the learning material also
significantly affect students’ jump-back behaviors [23, 39]. We first extract some basic features that
describe the learning material’s attributes and identify specific learning material’s characteristics 𝒍. We
also want to include some content-related features. However, they are hard
Figure 2: Architecture for the proposed model.
to extract as the learning material includes texts and figures and is mainly in Japanese, so we leave it as
our future work.
• Learning Material ID: identify a specific learning material in the dataset. Each learning material
has a unique ID.
• Learning Material Length: total number of pages for a specific learning material.
3.2.2. Model Input and Predict Output
The student’s characteristic is represented by the one-hot student embedding vector 𝒔 and student
preference features 𝒑 we extracted before. It can be formulated as:
𝒔𝒑 = 𝒔 ⊕ 𝒑, (1)
where ⊕ is the concatenation operation. The start page and end page are specific pages in specific
learning material. To capture the unique characteristic of each page, the start page is represented by
integrating the one-hot page embedding vector 𝒑𝒔 and learning material preference 𝒍. It can be
formulated as:
𝒑𝒔𝒍 = 𝒑𝒔 ⊕ 𝒍. (2)
Likewise, the end page is represented by integrating the one-hot page embedding vector 𝒑𝒆 and learning
material preference 𝒍:
𝒑𝒆𝒍 = 𝒑𝒆 ⊕ 𝒍. (3)
After obtaining representations of the student, the start page, and the end page, we input them into
the prediction layer, which includes two full connection layers and an output layer, to output the
probability 𝑦ˆ that the student jumps to the end page. It can be formulated as:
𝑦* = 𝜎 (𝑃𝑟𝑒𝑑 (𝒔𝒑, 𝒑𝒔𝒍, 𝒑𝒆𝒍)), (4)
where 𝜎 is the sigmoid function.
The objective function is a binary cross-entropy loss function. For a specific student 𝑠 and the start
page 𝑝𝑠, the ground truth is a jump-back behavior that truly happens, which means a student has jumped
back to the end page 𝑝𝑠 from the start page 𝑝𝑒. Let 𝑦 be the ground truth, and 𝑦* be the predicted
probability. Using Adam optimization, all parameters are learned by minimizing the objective function
given by:
𝐿 = ∑! 𝑦𝑙𝑜𝑔𝑦* + (1 − 𝑦)𝑙𝑜𝑔(1 − 𝑦*) . (5)
4. Evaluation
4.1. Dataset
The datasets used in this study were reading logs collected in two information science courses offered
to first-year undergraduate students at our university, one for the 1st-semester and another for the 2nd-
semester. The instructor is the same, but the students are different, and the content is slightly changed.
There are 16 e-textbook learning materials for the 1st-semester course, and 155 students attended the
course, resulting in 580,510 log data. As for the 2nd-semester course, there are 23 e-textbook learning
materials, and a total of 230 students attended the course, resulting in 884,327 log data. The length of
each learning material is ranging from 7 pages to 61 pages. The instructors and each student used their
computers and access to an e-book system to access learning materials. The basic operation of the
system is to flip the page. Students can click the previous button to move to the previous page and click
the next button to move to the subsequent page, and they could also use a slider to change pages.
Students can also use markers and memo annotating for learning. However, we found these operations
are rare in the dataset, so we focused on operations related to page flipping.
4.2. Data Preprocessing
Figure 3: (a) and (b) Two basic jump back patterns. (c) Overview of the DFA.
As we mentioned before, students usually need a series of page-flip actions to find the right page when
they jump back. Let (𝑠, 𝑙, 𝑝𝑠, 𝑝𝑒) denote a jump-back, which means student 𝑠 jumps back from the start
page 𝑝𝑠 to the end page 𝑝𝑒 in learning material 𝑙 (𝑝𝑒 < 𝑝𝑠). There are two basic scenarios of students
going back to the previous page [21, 23]. The first illustrates a pattern in which the student goes back
to a previous page of no interest and continues to look for the correct page that she/he desires to review
[25]. As shown in Figure 3(a), the student turns over many pages to jump back to a previous page (𝑝𝑒).
Another pattern is the student jumps back far away from the desired page, and then she/he jumps
forward to go to the correct page. As shown in Figure 3(b), the student uses the slider to jump back to
an early page first and then clicks the next button two times to jump to the correct page (𝑝𝑒). To extract
the correct start page and end page, and filter the unnecessary page-flip behaviors, we use a
deterministic finite automaton to construct the jump behaviors from the data based on previous work
[23]. Figure 3(c) shows the overview of the DFA. There are four states: Ready, Record, Check, Dump.
At the Ready state, it stays until it receives a jump back event (𝐽𝑏), then the state goes to Record. When
the state is Record, it maintains a stack. When there are jump back events (𝐽𝑏) or jump forward (𝐽𝑓)
events, it pushes all the events into the stack. After jumping to the desired page in the slide, the student
would usually read for seconds. We name it a short-read event. Once there comes a short-read event
(𝑆𝑟) or some other operations (e.g., the student uses maker or memo function) that indicates the student
is seriously reading the page, the state transforms to Check state. According to the previous study [23],
we tentatively set 2𝑠 ≤ 𝑆𝑟 ≤ 20𝑚𝑖𝑛. When the state is Check, it compares the start page (𝑝𝑠) of the
event at the bottom of the stack and the end page (𝑝𝑒) of the event at the top of the stack. If 𝑝𝑒 > 𝑝𝑠,
the sequence of events in the stack constitutes a jump forward behavior, then the state goes back to
Ready. Otherwise, the state transforms to Dump, where we aggregate the sequence of events in the
stack to construct a complete jump behavior that filters the unnecessary page-flip behaviors and extracts
the correct start page and end page.
4.3. Experiment Settings
4.3.1. Evaluation Metrics
Like previous works [11, 36, 39], the experiment is conducted in the prediction and recommendation
stages. First, the probability of each end page from the same start page will be predicted in the prediction
stage. Then, the 𝑛 end pages with the highest probability will be used for navigation recommendations.
For the prediction experiment, we evaluate the performance in terms of Area Under Curve (AUC),
Recall, Precision, and F1-score. For the recommendation experiment, we use hits@n to measure the
recommendation performance. The full dataset was used in the experiment, using the first 80% for
training and 20% for test purposes, respectively.
4.3.2. Generating Negative Samples
In our experiment, a positive sample corresponds to a jump-back that truly occurs, denoted as (𝑠, 𝑙, 𝑝𝑠,
𝑝𝑒), which means student 𝑠 jumps back from the start page 𝑝𝑠 to the end page 𝑝𝑒 in learning material 𝑙
(𝑝𝑒 < 𝑝𝑠). Following previous work [39], we generated several negative samples by choosing different
end pages for each positive sample. Given a start page 𝑝𝑠, there is a list of end pages that all students
have jumped back to. While for a specific user’s specific jump-back, there is only one end page that the
student truly jumps back to. In the remaining list of end pages, we randomly select 𝑛 end pages to
generate negative samples. We set 𝑛 as 2 in the following experiments to avoid imbalanced data.
4.3.3. Parameter Settings
The model was implemented in PyTorch and was trained with a batch size of 256. We used Adam
optimizer with a learning rate of 0.001. The dropout rate is set to 0.2, and early stopping is applied to
reduce overfitting.
5. RESULTS
5.1. Prediction Performance
Table 1
Prediction Performance.
Dataset Method ACC AUC Precision Recall F1-score
SVM 0.612 0.512 0.467 0.701 0.561
LR 0.759 0.788 0.699 0.430 0.532
1st Semester NPR-U 0.799 0.848 0.740 0.558 0.637
NPR-LM 0.846 0.929 0.778 0.712 0.744
NPR 0.850 0.933 0.785 0.718 0.750
SVM 0.616 0.522 0.447 0.778 0.568
LR 0.756 0.785 0.704 0.442 0.543
2nd Semester NPR-U 0.792 0.841 0.732 0.570 0.641
NPR-LM 0.840 0.928 0.764 0.734 0.749
NPR 0.852 0.934 0.768 0.780 0.774
We named our model Neural Page Recommendation (NPR) and compared our model to models that
were proposed in previous work [36, 39], including models based on Logistic Regression (LR) and
Support Vector Machine (SVM). To gain a deeper understanding of our model, we also add variations
of our model. NPR-U is the variation that takes out user related features from the model, and NPR-LM
is the variation that takes out learning material related features from the model.
Table 1 shows the performance of all baseline methods and our model. Overall, our model performs
better than other machine learning methods, demonstrating that leveraging deep learning could model
student interactions more accurately than other models. Moreover, we observed a significant
performance drop for our model when taking out user-related features. This result aligns with previous
work that students have their personal preferences when they jump back [23] and indicates that
incorporating user preference could effectively boost the model. Also, the performance of the NPR-LM
model, which takes out learning material related features, only drops slightly. The reason may be that
each learning material’s content structure design is similar, and the relevant page is not so distant from
the current one. Previous works suggested that the content information on each page may help find the
right pages [11, 39], and we will consider including such features in our model in the future.
5.2. Ranking Performance
In the predicting experiment, given a specific start page, we get the probability of each end page for a
given jump-back. Then, we rank these end pages by their probabilities produced in the prediction stage,
and a ranked list of 𝑛 end pages with the highest probability will be used for navigation
recommendations. We compare our method with Random and Frequency-based recommendations [39]
for the ranking experiment. The Random approach randomly selects previous pages of the given start
page. The Frequency-based approach recommends the most frequent end-pages of all students for a
given start page. Table 2 shows the result of the ranking experiment. It indicates that our model based
on deep learning outperforms the other methods. The performance of Random recommendation is very
low since there are many pages, and it is difficult to recommend the right end page. The Frequency-
based approach performs better since the end pages that students reread frequently are usually related
and considered important. However, it does not consider student preference, making it hard to provide
personalized recommendations.
Table 2
Ranking Performance.
Dataset Method hits@1 hits@2 hits@3 hits@4 hits@5
Random 0.090 0.168 0.241 0.306 0.362
1st Semester Frequency 0.536 0.680 0.750 0.803 0.840
NPR 0.624 0.718 0.773 0.810 0.844
Random 0.082 0.169 0.238 0.299 0.359
2nd Semester Frequency 0.511 0.650 0.726 0.781 0.820
NPR 0.598 0.705 0.761 0.800 0.828
6. Conclusion
In this paper, we studied the problem of automated navigation recommendations for e-books, which
aims at more smart interactions between e-book systems and students. We proposed a model to
recommend the right pages for a jump-back. Our experiments validate the effectiveness of the proposed
method using real datasets. Also, our results highlight the need for recommendation models that
consider student’s personal preferences. For future work, we consider including actual content
information of each page in our model, which may include the rich information hidden within the texts
and underlying topics. Also, we want to consider the dynamic behaviors of students before jump-backs
to understand student intentions better and provide recommendations more intelligently.
Acknowledgements
This work was supported by JSPS KAKENHI Grant Number: JP20H00622, JP23K1136, JP22H00552,
JP21K18134.
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