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Is a Dialogue-Based Tutoring System that Emulates Helpful Co-constructed Relations During Human Tutoring Effective? |
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3 | (10) |
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Educational Question Answering Motivated by Question-Specific Concept Maps |
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13 | (10) |
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A Study of Automatic Speech Recognition in Noisy Classroom Environments for Automated Dialog Analysis |
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23 | (11) |
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Teachable Agents with Intrinsic Motivation |
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34 | (10) |
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Temporal Generalizability of Face-Based Affect Detection in Noisy Classroom Environments |
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44 | (10) |
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Transfer Learning for Predictive Models in Massive Open Online Courses |
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54 | (10) |
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Mind the Gap: Improving Gender Equity in Game-Based Learning Environments with Learning Companions |
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64 | (10) |
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Comparing Representations for Learner Models in Interactive Simulations |
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74 | (10) |
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Games Are Better than Books: In-Situ Comparison of an Interactive Job Interview Game with Conventional Training |
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84 | (11) |
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Predicting Comprehension from Students' Summaries |
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95 | (10) |
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A Tutorial Dialogue System for Real-Time Evaluation of Unsupervised Dialogue Act Classifiers: Exploring System Outcomes |
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105 | (10) |
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Positive Impact of Collaborative Chat Participation in an edX MOOC |
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115 | (10) |
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Who Needs Help? Automating Student Assessment Within Exploratory Learning Environments |
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125 | (10) |
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Moody Agents: Affect and Discourse During Learning in a Serious Game |
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135 | (10) |
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Examining the Predictive Relationship Between Personality and Emotion Traits and Learners' Agent-Direct Emotions |
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145 | (10) |
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Evaluating Human and Automated Generation of Distractors for Diagnostic Multiple-Choice Cloze Questions to Assess Children's Reading Comprehension |
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155 | (10) |
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Machine Learning for Holistic Evaluation of Scientific Essays |
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165 | (11) |
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Learning to Diagnose a Virtual Patient: An Investigation of Cognitive Errors in Medical Problem Solving |
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176 | (9) |
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Studying Student Use of Self-Regulated Learning Tools in an Open-Ended Learning Environment |
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185 | (10) |
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Situated Pedagogical Authoring: Authoring Intelligent Tutors from a Student's Perspective |
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195 | (10) |
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Two Modes are Better Than One: A Multimodal Assessment Framework Integrating Student Writing and Drawing |
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205 | (11) |
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To Resolve or Not to Resolve? That Is the Big Question About Confusion |
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216 | (10) |
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Motivational Design in an Intelligent Tutoring System That Helps Students Make Good Task Selection Decisions |
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226 | (11) |
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SNS Messages Recommendation for Learning Motivation |
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237 | (10) |
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How Spacing and Variable Retrieval Practice Affect the Learning of Statistics Concepts |
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247 | (10) |
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Leveraging Multiple Views of Text for Automatic Question Generation |
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257 | (10) |
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Mind Wandering During Learning with an Intelligent Tutoring System |
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267 | (10) |
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DeepStealth: Leveraging Deep Learning Models for Stealth Assessment in Game-Based Learning Environments |
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277 | (10) |
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Learning Mental Models of Human Cognitive Processing by Creating Cognitive Models |
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287 | (10) |
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A Player Model for Adaptive Gamification in Learning Environments |
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297 | (10) |
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Exploring the Impact of a Learning Dashboard on Student Affect |
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307 | (11) |
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Cognitive Tutor Use in Chile: Understanding Classroom and Lab Culture |
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318 | (10) |
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TARLAN: A Simulation Game to Improve Social Problem-Solving Skills of ADHD Children |
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328 | (10) |
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Blocking vs. Interleaving: Examining Single-Session Effects Within Middle School Math Homework |
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338 | (10) |
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Impact of Adaptive Educational System Behaviour on Student Motivation |
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348 | (10) |
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Understanding Student Success in Chemistry Using Gaze Tracking and Pupillometry |
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358 | (9) |
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AttendveLearner: Improving Mobile MOOC Learning via Implicit Heart Rate Tracking |
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367 | (10) |
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Distractor Quality Evaluation in Multiple Choice Questions |
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377 | (10) |
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Interpreting Freeform Equation Solving |
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387 | (11) |
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ITS Support for Conceptual and Perceptual Connection Making Between Multiple Graphical Representations |
|
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398 | (10) |
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Discovering Individual and Collaborative Problem-Solving Modes with Hidden Markov Models |
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408 | (11) |
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Improving Student Problem Solving in Narrative-Centered Learning Environments: A Modular Reinforcement Learning Framework |
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419 | (10) |
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Filtering of Spontaneous and Low Intensity Emotions in Educational Contexts |
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429 | (10) |
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|
Miguel Arevalillo-Herraez |
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Contextual Recommendation of Educational Contents |
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439 | (10) |
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Coherence Over Time: Understanding Day-to-Day Changes in Students' Open-Ended Problem Solving Behaviors |
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449 | (10) |
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From Learning Companions to Testing Companions: Experience with a Teachable Agent Motivates Students' Performance on Summative Tests |
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459 | (11) |
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Negotiation-Driven Learning |
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470 | (10) |
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From Heterogeneous Multisource Traces to Perceptual-Gestural Sequences: The PeTra Treatment Approach |
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480 | (12) |
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Probability Based Scaffolding System with Fading |
|
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492 | (12) |
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Understanding Students' Use of Code-Switching in a Learning by Teaching Technology |
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504 | (13) |
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Improving Learning Maps Using an Adaptive Testing System: PLACEments |
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517 | (4) |
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Domain Module Building From Textbooks: Integrating Automatic Exercise Generation |
|
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521 | (4) |
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The Beginning of a Beautiful Friendship? Intelligent Tutoring Systems and MOOCs |
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525 | (4) |
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Predicting Misalignment Between Teachers' and Students' Essay Scores Using Natural Language Processing Tools |
|
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529 | (4) |
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Am I Wrong or Am I Right? Gains in Monitoring Accuracy in an Intelligent Tutoring System for Writing |
|
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533 | (4) |
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|
|
Predicting Students' Emotions Using Machine Learning Techniques |
|
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537 | (4) |
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|
Using Artificial Neural Networks to Identify Learning Styles |
|
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541 | (4) |
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Measuring Argumentation Skills with Game-Based Assessments: Evidence for Incremental Validity and Learning |
|
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545 | (5) |
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|
Student Performance Prediction Using Collaborative Filtering Methods |
|
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550 | (4) |
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Steps Towards the Gamification of Collaborative Learning Scenarios Supported by Ontologies |
|
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554 | (4) |
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Towards the Development of the Invention Coach: A Naturalistic Study of Teacher Guidance for an Exploratory Learning Task |
|
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558 | (4) |
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|
Adaptive Representation of Digital Resources Search Results in Personal Learning Environment |
|
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562 | (4) |
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Towards Investigating Performance Differences in Clinical Reasoning in a Technology Rich Learning Environment |
|
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566 | (4) |
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|
Emotional, Epistemic, and Neutral Feedback in AutoTutor Trialogues to Improve Reading Comprehension |
|
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570 | (4) |
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|
|
Comparison of Expert Tutors Through Syntactic Analysis of Transcripts |
|
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574 | (4) |
|
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|
|
Exploring Through Simulation an Instructional Planner for Dynamic Open-Ended Learning Environments |
|
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578 | (4) |
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Modeling Self-Efficacy Across Age Groups with Automatically Tracked Facial Expression |
|
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582 | (4) |
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Adapting Feedback Types According to Students' Affective States |
|
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586 | (5) |
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|
Can Young People with Autism Spectrum Disorder Benefit from an Open Learner Model? |
|
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591 | (4) |
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Affect Matters: Exploring the Impact of Feedback During Mathematical Tasks in an Exploratory Environment |
|
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595 | (5) |
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How Do Learners Behave in Help-Seeking When Given a Choice? |
|
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600 | (4) |
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Modeling Children's Pedestrian Safety Skills in an Intelligent Virtual Reality Learning Environment |
|
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604 | (4) |
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Measuring Misconceptions Through Item Response Theory |
|
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608 | (4) |
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No Child Behind nor Singled Out? - Adaptive Instruction Combined with Inclusive Pedagogy in Early Math Software |
|
|
612 | (4) |
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An Integrated Emotion-Aware Framework for Intelligent Tutoring Systems |
|
|
616 | (4) |
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Purpose and Level of Feedback in an Exploratory Learning Environment for Fractions |
|
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620 | (4) |
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Off the Beaten Path: The Impact of Adaptive Content Sequencing on Student Navigation in an Open Social Student Modeling Interface |
|
|
624 | (5) |
|
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|
Alleviating the Negative Effect of Up and Downvoting on Help Seeking in MOOC Discussion Forums |
|
|
629 | (4) |
|
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|
|
Challenges of Using Observational Data to Determine the Importance of Example Usage |
|
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633 | (5) |
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|
|
Clique Algorithm to Minimize Item Exposure for Uniform Test Forms Assembly |
|
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638 | (4) |
|
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|
Game Features and Individual Differences: Interactive Effects on Motivation and Performance |
|
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642 | (4) |
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|
|
Gamification of Online Learning |
|
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646 | (4) |
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Examining the Relationship Between Performance Feedback and Emotions in Diagnostic Reasoning: Toward a Predictive Framework for Emotional Support |
|
|
650 | (4) |
|
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Learning, Moment-by-Moment and Over the Long Term |
|
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654 | (4) |
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When Is It Helpful to Restate Student Responses Within a Tutorial Dialogue System? |
|
|
658 | (4) |
|
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|
|
Quality of LOD Based Semantically Generated Questions |
|
|
662 | (4) |
|
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|
New Opportunities with Open Learner Models and Visual Learning Analytics |
|
|
666 | (4) |
|
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|
|
The Relationship Between Working Memory Capacity and Students' Behaviour in a Teachable Agent-Based Software |
|
|
670 | (4) |
|
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|
Lesson Discovery Support Based on Generalization of Historical Events |
|
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674 | (4) |
|
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|
|
Predicting Student Performance from Multiple Data Sources |
|
|
678 | (4) |
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|
|
Automated Generation of Self-Explanation Questions in Worked Examples in a Model-Based Tutor |
|
|
682 | (4) |
|
|
|
First Evaluation of the Physics Instantiation of a Problem-Solving-Based Online Learning Platform |
|
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686 | (4) |
|
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|
FARMA-ALG: An Application for Error Mediation in Computer Programming Skill Acquisition |
|
|
690 | (4) |
|
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|
The Role of Peer Agent's Learning Competency in Trialogue-Based Reading Intelligent Systems |
|
|
694 | (4) |
|
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|
|
Teaching a Complex Process: Insertion in Red Black Trees |
|
|
698 | (4) |
|
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|
Learner-Adaptive Pedagogical Model in SIAL, an Open-Ended Intelligent Tutoring System for First Order Logic |
|
|
702 | (4) |
|
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|
|
Predictive Knowledge Modeling in Collaborative Inquiry Learning Scenarios |
|
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706 | (4) |
|
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Worked Examples are More Efficient for Learning than High-Assistance Instructional Software |
|
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710 | (4) |
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|
Domain Model for Adaptive Blended Courses on Basic Programming |
|
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714 | (4) |
|
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|
|
Learning Bayesian Networks for Student Modeling |
|
|
718 | (4) |
|
|
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|
|
|
|
Jose-Luis Perez-de-la-Cruz |
|
|
Tutorial Dialogue Modes in a Large Corpus of Online Tutoring Transcripts |
|
|
722 | (4) |
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Data-Driven Worked Examples Improve Retention and Completion in a Logic Tutor |
|
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726 | (4) |
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Improving Engagement in an E-Learning Environment |
|
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730 | (4) |
|
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|
|
Using Eye Tracking to Identify Learner Differences in Example Processing |
|
|
734 | (4) |
|
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|
|
The Design Rationale of Logic-Muse, an ITS for Logical Reasoning in Multiple Contexts |
|
|
738 | (5) |
|
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|
|
Evaluating the Effectiveness of Integrating Natural Language Tutoring into an Existing Adaptive Learning System |
|
|
743 | (5) |
|
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|
Adapting Collaboration Dialogue in Response to Intelligent Tutoring System Feedback |
|
|
748 | (4) |
|
|
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|
|
|
|
The Role of Student Choice Within Adaptive Tutoring |
|
|
752 | (4) |
|
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|
|
Identifying Affective Trajectories in Relation to Learning Gains During the Interaction with a Tutoring System |
|
|
756 | (4) |
|
|
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|
|
A Predictive Model of Learning Gains for a Video and Exercise Intensive Learning Environment |
|
|
760 | (4) |
|
Jose A. Ruiperez-Valiente |
|
|
|
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|
|
Integrating Learning Progressions in Unsupervised After-School Online Intelligent Tutoring |
|
|
764 | (4) |
|
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|
|
When More Intelligent Tutoring in the Form of Buggy Messages Does Not Help |
|
|
768 | (4) |
|
|
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|
|
Supporting Students' Interactions Over Case Studies |
|
|
772 | (4) |
|
|
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|
|
A Framework for Automated Generation of Questions Based on First-Order Logic |
|
|
776 | (5) |
|
|
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|
|
|
|
Fine-Grained Analyses of Interpersonal Processes and their Effect on Learning |
|
|
781 | (5) |
|
|
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|
|
Promoting Metacognitive Awareness Within a Game-Based Intelligent Tutoring System |
|
|
786 | (4) |
|
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|
|
Student Performance Estimation Based on Topic Models Considering a Range of Lessons |
|
|
790 | (4) |
|
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|
|
Towards a Model of How Learners Process Feedback |
|
|
794 | (6) |
|
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|
|
Item Response Model with Lower Order Parameters for Peer Assessment |
|
|
800 | (4) |
|
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|
|
Selection Task and Computer-Based Feedback to Improve the Searching Process in Task-Oriented Reading Situations |
|
|
804 | (4) |
|
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|
|
Personalized Expert Skeleton Scaffolding in Concept Map Construction |
|
|
808 | (4) |
|
|
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|
|
Using Eye Gaze Data to Explore Student Interactions with Tutorial Dialogues in a Substep-Based Tutor |
|
|
812 | (4) |
|
|
|
|
|
|
|
UML-IT: An ITS to Teach Multiple Modelling Tasks |
|
|
816 | (4) |
|
|
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|
|
Virtual Teams in Massive Open Online Courses |
|
|
820 | (7) |
|
|
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|
|
|
|
Doctoral Consortium Paper |
|
|
|
Promoting Self-regulated Learning in an Intelligent Tutoring System for Writing |
|
|
827 | (4) |
|
|
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|
|
Exploring Missing Behaviors with Region-Level Interaction Network Coverage |
|
|
831 | (5) |
|
|
|
|
|
Educational Technologies to Support Linguistically Diverse Students, and the Challenges of Classroom Integration |
|
|
836 | (4) |
|
|
|
Developing Self-regulated Learners Through an Intelligent Tutoring System |
|
|
840 | (4) |
|
|
|
|
|
Building Compiler-Student Friendship |
|
|
844 | (4) |
|
|
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|
|
Toward Combining Individual and Collaborative Learning Within an Intelligent Tutoring System |
|
|
848 | (4) |
|
|
|
|
|
|
|
Motivating Learning in the Age of the Adaptive Tutor |
|
|
852 | (4) |
|
|
|
Creating Data-Driven Feedback for Novices in Goal-Driven Programming Projects |
|
|
856 | (4) |
|
|
|
|
|
Towards Multimodal Affective Detection in Educational Systems Through Mining Emotional Data Sources |
|
|
860 | (4) |
|
|
|
|
|
|
|
Promoting Metacognition Within a Game-Based Environment |
|
|
864 | (4) |
|
|
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|
|
|
|
Negotiation-Driven Learning: A New Perspective of Learning Using Negotiation |
|
|
868 | (5) |
|
|
|
|
|
|
|
Supporting K-5 Learners with Dialogue Systems |
|
|
873 | (4) |
|
|
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|
|
Sharing Student Models That Use Machine Learning |
|
|
877 | (6) |
|
|
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|
|
|
|
|
|
2nd Workshop on Simulated Learners |
|
|
883 | (1) |
|
|
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|
|
4th Workshop on Intelligent Support for Learning in Groups |
|
|
884 | (1) |
|
|
|
Roberto Martinez-Maldonado |
|
|
|
|
|
|
|
|
Workshop on Developing a Generalized Intelligent Framework for Tutoring (GIFT): Informing Design through a Community of Practice |
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885 | (1) |
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Learning Analytics for Project Based and Experiential Learning Scenarios |
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886 | (1) |
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6th International Workshop on Intelligent Support in Exploratory and Open-ended Learning Environments |
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887 | (1) |
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6th International Workshop on Culturally-Aware Tutoring Systems (CATS2015) |
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888 | (1) |
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Workshop on Les Contes du Mariage: Should AI Stay Married to Ed? |
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889 | (1) |
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International Workshop on Affect, Meta-Affect, Data and Learning (AMADL 2015) |
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890 | (3) |
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TutorGen: A Carnegie Mellon Start-up for Providing Adaptive Learning at Scale |
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893 | (2) |
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Differentiation and Mastery Learning in Practice: Metrics and Visualizations for Cognitive Tutor Algebra |
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895 | (2) |
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SMARTICK: Adaptive, Online, One-Pace-Fits-All System |
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897 | (2) |
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Difference Engine and Learning Objects, Inc. |
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899 | (2) |
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Elemental Path: Industry and Innovation Report |
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901 | (2) |
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Small Improvement for the Model Accuracy - Big Difference for the Students |
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903 | (3) |
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Conversation-Based Assessments at Educational Testing Service |
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906 | (5) |
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The Development of Reading Comprehension Lessons in AutoTutor for The Center for the Study of Adult Literacy |
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911 | (2) |
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The Collaborative Logical Framework: Approach and Improvements Based on Instructors' and Learners' Needs |
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913 | (2) |
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ReaderBench: The Learning Companion |
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915 | (2) |
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Talk, Tutor, Explore, Learn: Intelligent Tutoring and Exploration for Robust Learning |
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917 | (2) |
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Reasoning Mind Genie 3: Interactive Demonstration |
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919 | (2) |
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Online Assessment of Negotiation Skills through 3D Role Play Simulation |
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921 | (2) |
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MEMORAe: A Web Platform to Support Collaborative Annotation |
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923 | (2) |
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Soft Computing for Learner's Assessment in SoftLearn |
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925 | (2) |
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| Author Index |
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927 | |
Biežāk uzdotie jautājumi par e-grāmatām