Policy analysis combining artificial intelligence and text mining technology in the perspective of educational informatization

Abstract

In order to explore the application potential of artificial intelligence (AI) and text mining technology in educational policy analysis and evaluate their impact on the psychological perception of policy audiences, this study firstly introduces the application of AI and text mining technology in education. Secondly, it explores the application of psychological theories in educational policy analysis. Finally, this study constructs an educational policy text analysis model and verifies the feasibility of the optimized model through performance comparison experiments and case analysis. The experimental results show that the optimized model exhibits higher accuracy, recall rate, and F 1 score compared to traditional models when handling educational policy text analysis tasks with different data volumes. This finding highlights the importance of optimizing models for specific tasks and the potential of improving the understanding and analysis capabilities of models for specific text types through careful adjustments. In addition, the application of psychological theories to the analysis of educational policy texts provides a new perspective and method for understanding the impact of policies on audience psychological states, which helps in formulating more effective and humanized policies. Therefore, the study has certain reference significance for the use of AI and text mining technology to support educational policy analysis and formulation, providing valuable insights and guidance for future related research and practice.

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