Student procrastination and cramming for deadlines are major challenges in online learning environments, with negative educational and mental health side effects. Modeling student activities in continuous time and predicting their next study time are important problems that can help in creating personalized timely interventions to mitigate these challenges. However, previous attempts on dynamic modeling of student procrastination suffer from major issues: they are unable to predict the next activity times, cannot deal with missing activity history, are not personalized, and ignore important course properties, such as assignment deadlines, that are essential in explaining the cramming behavior. To resolve these problems, we introduce a new personalized stimuli-senstive Hawkes process model (SSHP), by jointly modeling all student-assignment pairs and utilizing their similarities, to predict students’ next activity times even when there are no historical observations. Unlike regular point processes that assume a constant external triggering effect from the environment, we model three dynamic types of external stimuli, according to assignment availabilities, assignment deadlines, and each student’s time management habits. Our experiments on a synthetic dataset and two real- world datasets show a superior performance of future activity prediction, comparing with state-of-the-art models. Moreover, we show that our model achieves a flexible and accurate parameterization of student activity intensities.

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