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Implicit Strategies for Intelligent Tutoring Systems |
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1 | (10) |
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Rudeness and Rapport: Insults and Learning Gains in Peer Tutoring |
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11 | (11) |
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On Pedagogical Effects of Learner-Support Agents in Collaborative Interaction |
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22 | (11) |
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Exploration of Affect Detection Using Semantic Cues in Virtual Improvisation |
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33 | (7) |
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Measuring Learners Co-Occurring Emotional Responses during Their Interaction with a Pedagogical Agent in MetaTutor |
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40 | (6) |
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Visualization of Student Activity Patterns within Intelligent Tutoring Systems |
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46 | (6) |
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Toward a Machine Learning Framework for Understanding Affective Tutorial Interaction |
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52 | (7) |
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Exploring Relationships between Learners' Affective States, Metacognitive Processes, and Learning Outcomes |
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59 | (6) |
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Mental Workload, Engagement and Emotions: An Exploratory Study for Intelligent Tutoring Systems |
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65 | (7) |
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Real-Time Monitoring of ECG and GSR Signals during Computer-Based Training |
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72 | (6) |
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Categorical vs. Dimensional Representations in Multimodal Affect Detection during Learning |
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78 | (6) |
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Cognitive Priming: Assessing the Use of Non-conscious Perception to Enhance Learner's Reasoning Ability |
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84 | (6) |
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Games: Motivation and Design |
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Math Learning Environment with Game-Like Elements: An Incremental Approach for Enhancing Student Engagement and Learning Effectiveness |
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90 | (11) |
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Motivational Factors for Learning by Teaching: The Effect of a Competitive Game Show in a Virtual Peer-Learning Environment |
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101 | (11) |
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An Analysis of Attention to Student-Adaptive Hints in an Educational Game |
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112 | (11) |
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Serious Game and Students' Learning Motivation: Effect of Context Using Prog & Play |
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123 | (6) |
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Exploring the Effects of Prior Video-Game Experience on Learner's Motivation during Interactions with HeapMotiv |
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129 | (6) |
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A Design Pattern Library for Mutual Understanding and Cooperation in Serious Game Design |
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135 | (6) |
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Predicting Student Self-regulation Strategies in Game-Based Learning Environments |
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141 | (10) |
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Toward Automatic Verification of Multiagent Systems for Training Simulations |
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151 | (11) |
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Using State Transition Networks to Analyze Multi-party Conversations in a Serious Game |
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162 | (6) |
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How to Evaluate Competencies in Game-Based Learning Systems Automatically? |
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168 | (6) |
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Content Representation: Empirical Studies |
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Sense Making Alone Doesn't Do It: Fluency Matters Too! ITS Support for Robust Learning with Multiple Representations |
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174 | (11) |
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Problem Order Implications for Learning Transfer |
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185 | (10) |
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Knowledge Component Suggestion for Untagged Content in an Intelligent Tutoring System |
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195 | (6) |
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Mariheida Cordova-Sanchez |
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Feedback: Empirical Studies |
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Automating Next-Step Hints Generation Using ASTUS |
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201 | (11) |
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The Effectiveness of Pedagogical Agents' Prompting and Feedback in Facilitating Co-adapted Learning with MetaTutor |
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212 | (10) |
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Noticing Relevant Feedback Improves Learning in an Intelligent Tutoring System for Peer Tutoring |
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222 | (11) |
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Multi-paradigm Generation of Tutoring Feedback in Robotic Arm Manipulation Training |
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233 | (10) |
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User-Centered Design of a Teachable Robot |
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243 | (7) |
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An Intelligent Tutoring and Interactive Simulation Environment for Physics Learning |
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250 | (6) |
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Guru: A Computer Tutor That Models Expert Human Tutors |
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256 | (6) |
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Developing an Embodied Pedagogical Agent with and for Young People with Autism Spectrum Disorder |
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262 | (6) |
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Non Conventional Approaches |
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WEBsistments: Enabling an Intelligent Tutoring System to Excel at Explaining Rather Than Coaching |
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268 | (6) |
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Automated Approaches for Detecting Integration in Student Essays |
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274 | (6) |
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On the WEIRD Nature of ITS/AIED Conferences: A 10 Year Longitudinal Study Analyzing Potential Cultural Biases |
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280 | (6) |
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Content Representation: Conceptual |
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Goal-Oriented Conceptualization of Procedural Knowledge |
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286 | (6) |
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Context-Dependent Help for Novices Acquiring Conceptual Systems Knowledge in DynaLearn |
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292 | (6) |
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Towards an Ontology-Based System to Improve Usability in Collaborative Learning Environments |
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298 | (6) |
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Program Representation for Automatic Hint Generation for a Data-Driven Novice Programming Tutor |
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304 | (6) |
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Exploring Quality of Constraints for Assessment in Problem Solving Environments |
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310 | (10) |
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Eduardo Guzman De Los Riscos |
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Can Soft Computing Techniques Enhance the Error Diagnosis Accuracy for Intelligent Tutors? |
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320 | (10) |
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Identification and Classification of the Most Important Moments from Students' Collaborative Discourses |
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330 | (10) |
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When Less Is More: Focused Pruning of Knowledge Bases to Improve Recognition of Student Conversation |
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340 | (6) |
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Coordinating Multi-dimensional Support in Collaborative Conversational Agents |
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346 | (6) |
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Textual Complexity and Discourse Structure in Computer-Supported Collaborative Learning |
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352 | (6) |
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Using Information Extraction to Generate Trigger Questions for Academic Writing Support |
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358 | (10) |
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Learning to Tutor Like a Tutor: Ranking Questions in Context |
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368 | (11) |
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Analysis of a Simple Model of Problem Solving Times |
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379 | (10) |
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Modelling and Optimizing the Process of Learning Mathematics |
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389 | (10) |
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399 | (6) |
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Clustered Knowledge Tracing |
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405 | (6) |
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Preferred Features of Open Learner Models for University Students |
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411 | (11) |
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Do Your Eyes Give It Away? Using Eye Tracking Data to Understand Students' Attitudes towards Open Student Model Representations |
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422 | (6) |
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Fuzzy Logic Representation for Student Modelling: Case Study on Geometry |
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428 | (6) |
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Content Learning Analysis Using the Moment-by-Moment Learning Detector |
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434 | (10) |
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Towards Automatically Detecting Whether Student Learning Is Shallow |
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444 | (10) |
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Item to Skills Mapping: Deriving a Conjunctive Q-matrix from Data |
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454 | (10) |
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Interaction Strategies: Games |
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The Role of Sub-problems: Supporting Problem Solving in Narrative-Centered Learning Environments |
|
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464 | (6) |
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Exploring Inquiry-Based Problem-Solving Strategies in Game-Based Learning Environments |
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470 | (6) |
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Real-Time Narrative-Centered Tutorial Planning for Story-Based Learning |
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476 | (6) |
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Interaction Strategies: Empirical Studies |
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An Interactive Teacher's Dashboard for Monitoring Groups in a Multi-tabletop Learning Environment |
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482 | (11) |
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Roberto Martinez Maldonado |
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Efficient Cross-Domain Learning of Complex Skills |
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493 | (6) |
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Exploring Two Strategies for Teaching Procedures |
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499 | (6) |
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Relating Student Performance to Action Outcomes and Context in a Choice-Rich Learning Environment |
|
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505 | (6) |
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Using the MetaHistoReasoning Tool Training Module to Facilitate the Acquisition of Domain-Specific Metacognitive Strategies |
|
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511 | (6) |
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An Indicator-Based Approach to Promote the Effectiveness of Teachers' Interventions |
|
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517 | (7) |
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Limiting the Number of Revisions while Providing Error-Flagging Support during Tests |
|
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524 | (7) |
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Dialogue: Empirical Studies |
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Towards Academically Productive Talk Supported by Conversational Agents |
|
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531 | (10) |
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Automatic Evaluation of Learner Self-Explanations and Erroneous Responses for Dialogue-Based ITSs |
|
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541 | (10) |
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Group Composition and Intelligent Dialogue Tutors for Impacting Students' Academic Self-efficacy |
|
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551 | (6) |
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How Do They Do It? Investigating Dialogue Moves within Dialogue Modes in Expert Human Tutoring |
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557 | (6) |
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Building a Conversational SimStudent |
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563 | (7) |
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Predicting Learner's Project Performance with Dialogue Features in Online Q&A Discussions |
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570 | (6) |
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Interventions to Regulate Confusion during Learning |
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576 | (3) |
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Using Examples in Intelligent Tutoring Systems |
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579 | (3) |
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Semi-supervised Classification of Realtime Physiological Sensor Datastreams for Student Affect Assessment in Intelligent Tutoring |
|
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582 | (3) |
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Detection of Cognitive Strategies in Reading Comprehension Tasks |
|
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585 | (3) |
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The Effects of Adaptive Sequencing Algorithms on Player Engagement within an Online Game |
|
|
588 | (3) |
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A Canonicalizing Model for Building Programming Tutors |
|
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591 | (3) |
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Developmentally Appropriate Intelligent Spatial Tutoring for Mobile Devices |
|
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594 | (3) |
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Leveraging Game Design to Promote Effective User Behavior of Intelligent Tutoring Systems |
|
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597 | (3) |
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Design of a Knowledge Base to Teach Programming |
|
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600 | (3) |
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Towards an ITS for Improving Social Problem Solving Skills of ADHD Children |
|
|
603 | (3) |
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A Scenario Based Analysis of E-Collaboration Environments |
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606 | (3) |
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Supporting Students in the Analysis of Case Studies for Ill-Defined Domains |
|
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609 | (3) |
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|
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Using Individualized Feedback and Guided Instruction via a Virtual Human Agent in an Introductory Computer Programming Course |
|
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612 | (3) |
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Data-Driven Method for Assessing Skill-Opportunity Recognition in Open Procedural Problem Solving Environments |
|
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615 | (3) |
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How Do Learners Regulate Their Emotions? |
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618 | (2) |
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A Model-Building Learning Environment with Explanatory Feedback to Erroneous Models |
|
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620 | (2) |
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An Automatic Comparison between Knowledge Diagnostic Techniques |
|
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622 | (2) |
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The Interaction Behavior of Agents' Emotional Support and Competency on Learner Outcomes and Perceptions |
|
|
624 | (2) |
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Accuracy of Tracking Student's Natural Language in Operation ARIES!, A Serious Game for Scientific Methods |
|
|
626 | (2) |
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Designing the Knowledge Base for a PHP Tutor |
|
|
628 | (2) |
|
|
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|
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Domain Specific Knowledge Representation for an Intelligent Tutoring System to Teach Algebraic Reasoning |
|
|
630 | (2) |
|
Miguel Arevalillo-Herraez |
|
|
|
|
Jose Antonio Gonzalez-Calero |
|
|
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|
Exploring the Potential of Tabletops for Collaborative Learning |
|
|
632 | (2) |
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Modeling the Affective States of Students Using SQL-Tutor |
|
|
634 | (2) |
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A Cross-Cultural Comparison of Effective Help-Seeking Behavior among Students Using an ITS for Math |
|
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636 | (2) |
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|
|
Emotions during Writing on Topics That Align or Misalign with Personal Beliefs |
|
|
638 | (2) |
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|
|
A Multiagent-Based ITS Using Multiple Viewpoints for Propositional Logic |
|
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640 | (2) |
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|
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Simulation-Based Training of Ill-Defined Social Domains: The Complex Environment Assessment and Tutoring System (CEATS) |
|
|
642 | (3) |
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Empirical Investigation on Self Fading as Adaptive Behavior of Hint Seeking |
|
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645 | (2) |
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Scripting Discussions for Elaborative, Critical Interactions |
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647 | (2) |
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Design Requirements of a Virtual Learning Environment for Resource Sharing |
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649 | (2) |
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The Effectiveness of a Pedagogical Agent's Immediate Feedback on Learners' Metacognitive Judgments during Learning with MetaTutor |
|
|
651 | (2) |
|
|
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|
|
Supporting Students in the Analysis of Case Studies for Professional Ethics Education |
|
|
653 | (2) |
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Evaluating the Automatic Extraction of Learning Objects from Electronic Textbooks Using ErauzOnt |
|
|
655 | (2) |
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|
|
A Cognition-Based Game Platform and Its Authoring Environment for Learning Chinese Characters |
|
|
657 | (3) |
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Effects of Text and Visual Element Integration Schemes on Online Reading Behaviors of Typical and Struggling Readers |
|
|
660 | (2) |
|
|
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|
|
Fadable Scaffolding with Cognitive Tool |
|
|
662 | (2) |
|
|
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|
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Mediating Intelligence through Observation, Dependency and Agency in Making Construals of Malaria |
|
|
664 | (2) |
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|
|
Supporting Social Deliberative Skills in Online Classroom Dialogues: Preliminary Results Using Automated Text Analysis |
|
|
666 | (3) |
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|
Using Time Pressure to Promote Mathematical Fluency |
|
|
669 | (2) |
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|
|
|
|
Interoperability for ITS: An Ontology of Learning Style Models |
|
|
671 | (2) |
|
|
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|
|
Skill Diaries: Can Periodic Self-assessment Improve Students' Learning with an Intelligent Tutoring System? |
|
|
673 | (2) |
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|
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|
|
An Optimal Assessment of Natural Language Student Input Using Word-to-Word Similarity Metrics |
|
|
675 | (2) |
|
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|
|
Facilitating Co-adaptation of Technology and Education through the Creation of an Open-Source Repository of Interoperable Code |
|
|
677 | (2) |
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|
A Low-Cost Scalable Solution for Monitoring Affective State of Students in E-learning Environment Using Mouse and Keystroke Data |
|
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679 | (2) |
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|
|
Impact of an Adaptive Tutorial on Student Learning |
|
|
681 | (2) |
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|
|
Technology Enhanced Learning Program That Makes Thinking the Outside to Train Meta-cognitive Skill through Knowledge Co-creation Discussion |
|
|
683 | (2) |
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|
|
Open Student Models to Enhance Blended-Learning |
|
|
685 | (2) |
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|
|
ZooQuest: A Mobile Game-Based Learning Application for Fifth Graders |
|
|
687 | (2) |
|
|
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|
|
Drawing-Based Modeling for Early Science Education |
|
|
689 | (2) |
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|
|
An OWL Ontology for IEEE-LOM and OBAA Metadata |
|
|
691 | (3) |
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|
|
Classifying Topics of Video Lecture Contents Using Speech Recognition Technology |
|
|
694 | (2) |
|
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|
An Agent-Based Infrastructure for the Support of Learning Objects Life-Cycle |
|
|
696 | (3) |
|
|
|
|
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|
|
Cluster Based Feedback Provision Strategies in Intelligent Tutoring Systems |
|
|
699 | (2) |
|
|
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|
|
A Web Comic Strip Creator for Educational Comics with Assessable Learning Objectives |
|
|
701 | (2) |
|
|
|
|
|
A Layered Architecture for Online Lab-Works: Experimentation in the Computer Science Education |
|
|
703 | (2) |
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|
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|
|
|
|
A Serious Game for Teaching Conflict Resolution to Children |
|
|
705 | (2) |
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|
|
Towards Social Mobile Blended Learning |
|
|
707 | (3) |
|
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|
|
Learning Looping: From Natural Language to Worked Examples |
|
|
710 | (2) |
|
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|
A Basic Model of Metacognition: A Repository to Trigger Reflection |
|
|
712 | (2) |
|
|
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|
Analyzing Affective Constructs: Emotions `n' Attitudes |
|
|
714 | (2) |
|
|
|
|
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|
Interactive Virtual Representations, Fractions, and Formative Feedback |
|
|
716 | (2) |
|
|
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|
An Intelligent System to Support Accurate Transcription of University Lectures |
|
|
718 | (2) |
|
|
|
|
|
Multi-context Recommendation in Technology Enhanced Learning |
|
|
720 | (3) |
|
|
|
Hassina Seridi-Bouchelaghem |
|
| Author Index |
|
723 | |
Biežāk uzdotie jautājumi par e-grāmatām