Artificial Intelligence in Education

Name: Artificial Intelligence in Education | 20th International Conference, AIED 2019, Chicago, IL, USA, June 25-29, 2019, Proceedings, Part II
Brand: Springer
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20th International Conference, AIED 2019, Chicago, IL, USA, June 25-29, 2019, Proceedings, Part II

Seiji Isotani Eva Millán Amy Ogan Peter Hastings Bruce McLaren Rose Luckin(Herausgeber*in)

Springer (Verlag)

Erschienen am 20. Juni 2019

XXVII, 439 Seiten

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978-3-030-23207-8 (ISBN)

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Inhalt

Intro
Preface
Organization
Contents - Part II
Contents - Part I
Short Papers (Posters)
Model-Based Characterization of Text Discourse Content to Evaluate Online Group Collaboration
1 Introduction and Related Work
2 Study Design and Procedure
2.1 Data Model
2.2 Validating WC/GCMS Model and Visualization Output
3 Conclusions
References
Identifying Editor Roles in Argumentative Writing from Student Revision Histories
1 Introduction
2 Corpora
3 Identifying Editor Roles
4 Validating Editor Roles
5 Conclusion and Future Work
References
Degree Curriculum Contraction: A Vector Space Approach
1 Introduction
2 Data
3 Approach
3.1 Vector Space Embedding
3.2 Contraction
4 Evaluation and Discussion
References
L2 Learners' Preferences of Dialogue Agents: A Key to Achieve Adaptive Motivational Support?
Abstract
1 Introduction
2 Experimental Study
2.1 Research Questions and Study Design
2.2 Results
2.3 Discussion and Limitations
3 Conclusion and Future Works
References
Eye Gaze Sequence Analysis to Model Memory in E-education
1 Introduction
2 Related Work
2.1 A Brief History of the Memory Models
2.2 Linking Cognitive Processes and Eye Movements
3 User Study
4 Analysis
5 Conclusion
References
What Inquiry with Virtual Labs Can Learn from Productive Failure: A Theory-Driven Study of Students' Reflections
Abstract
1 Introduction
2 Mapping PS-I to Inquiry
3 Methods
4 Results
5 Conclusion
References
The Role of Achievement Goal Orientation on Metacognitive Process Use in Game-Based Learning
Abstract
1 Introduction
2 Methods
2.1 Participants, Materials, and Experimental Procedure
2.2 Coding and Scoring
3 Results
3.1 RQ1: Are There Differences Between AGO Groups on Proportional Learning Gain (PLG) After Problem Solving with CI?
3.2 RQ2: Are There Differences Between AGO Groups on the Frequency of Metacognitive Process Use While Problem Solving with CI?
3.3 RQ3: Are There Differences Between AGO Groups on the Proportion of Time Engaging in Metacognitive Processes While Problem Solving with CI?
3.4 RQ4: Do AGO Scores Predict Frequency and Proportion of Time Engaging in Metacognitive Processes While Problem Solving with CI?
4 Discussion
Acknowledgements
References
Autoencoders for Educational Assessment
1 Introduction
2 Background
2.1 Educational Assessment Models
2.2 AE and VAE
3 Integrated ANN and IRT Models
4 Results and Discussion
References
The Value of Multimodal Data in Classification of Social and Emotional Aspects of Tutoring
1 Introduction
2 Methodology
2.1 The Context of the Study
2.2 Data Collection Methods
3 Results
3.1 Classifications of Tutor Candidates from Various Data Inputs
4 Conclusions
References
Conscientiousness, Honesty-Humility, and Analogical/Creative Reasoning: Implications for Instructional Designs in Intelligent Tutoring Systems
Abstract
1 Introduction
1.1 Investigating Correlations
2 Methods
3 Results
4 Conclusion
Acknowledgements
References
Learners' Gaze Behaviors and Metacognitive Judgments with an Agent-Based Multimedia Environment
Abstract
1 Current Study
2 MetaTutorIVH Environment
3 Methods
3.1 Coding and Scoring
4 Results
5 Future Directions
Acknowledgements
References
Online Assessment of Belief Biases and Their Impact on the Acceptance of Fallacious Reasoning
1 Introduction
2 Methods
3 Results
4 Discussion
5 Conclusion
References
Early Dropout Prediction for Programming Courses Supported by Online Judges
1 Introduction
2 Methodology
3 Results and Discussion
4 Conclusion
References
Developing a Deep Learning-Based Affect Recognition System for Young Children
1 Introduction
2 Deep Learning-Based Facial Emotion Recognition
2.1 Training
2.2 Testing
3 Evaluation
4 Discussion and Future Work
References
Using Exploratory Data Analysis to Support Implementation and Improvement of Education Technology Product
Abstract
1 Introduction
2 Identify Patterns of Usage and Areas for Improvement
2.1 Findings
3 Recommendations for Developers
4 Conclusion
References
Bayesian Diagnosis Tracing: Application of Procedural Misconceptions in Knowledge Tracing
Abstract
1 Introduction
1.1 Motivation
1.2 Literature Review
2 Diagnosis of Procedure Misconceptions
2.1 Dataset
2.2 Misconception Diagnosis
3 Bayesian Diagnosis Tracing Model
3.1 Two-State Latent Factor Model
3.2 Three-State Latent Factor Model
4 Discussion
References
Analysis of Gamification Elements. A Case Study in a Computer Science Course
1 Introduction
2 The Gamified System
3 Method
3.1 Participants
3.2 Experience
3.3 Data Collected
4 Results
4.1 Satisfaction Analysis
4.2 Elements Valuation
5 Conclusions
References
Towards Adaptive Worked-Out Examples in an Intelligent Tutoring System
1 Introduction
2 Related Work
3 Worked-Out Examples in ChiQat-Tutor
4 Initial Student Knowledge, WOEs, and Learning
5 Conclusions
References
Orchestrating Class Discussion with Collaborative Kit-Build Concept Mapping
Abstract
1 Introduction
2 Class Discussion with Kit-Build Concept Map
3 Data from a Case of In-Class Collaborative Learning
4 Conclusion
References
Automating the Categorization of Learning Activities, to Help Improve Learning Design
Abstract
1 Introduction
1.1 Learning Design
1.2 Learning Design at the Open University
2 Automating the LD Mapping Process
2.1 Rationale
2.2 Dataset
2.3 Unsupervised Learning
2.4 Supervised Learning
3 Discussion and Future Directions
References
Identifying the Structure of Students' Explanatory Essays
1 Introduction
2 Materials
3 Concept Identification
4 Causal Relation Identification
5 Conclusions
References
A Systematic Approach for Analyzing Students' Computational Modeling Processes in C2STEM
Abstract
1 Introduction
2 Background
3 The C2STEM Environment
4 Methods
5 Results
6 Discussion and Conclusions
Acknowledgments
References
Intelligent Tutoring System for Negotiation Skills Training
Abstract
1 Introduction
2 Automated Assessment and Feedback
3 Evaluating the Effectiveness of Personalized Feedback
4 Results and Discussion
References
Robot Lecture for Enhancing Non-verbal Behavior in Lecture
Abstract
1 Introduction
2 Robot Lecture
3 Case Study
4 Conclusion
Acknowledgments
References
Design Prompts for Virtual Reality in Education
Abstract
1 Introduction
1.1 Designing Immersive Learning Experience
2 Suitability Toolkit Design Prompts
3 AI and VR Case-Studies, Using the Design Prompts
3.1 Case Study 1: AI and VR in Language Learning
3.2 Case Study 2: AI and VR in Phlebotomy
4 Discussion and Future Work
References
Assessing and Improving Learning Outcomes for Power Management Experiments Using Cognitive Graph
1 Introduction
2 Power Management Cognitive Graph
3 Cognitive Diagnosis Based on DINA Model
4 AIG Based on Cognitive Graph
5 Learning Outcomes Assessment
5.1 Evidence-Centered Design Framework
5.2 Case Study
6 Conclusions and Future Work
References
Does Choosing the Concept on Which to Solve Each Practice Problem in an Adaptive Tutor Affect Learning?
Abstract
1 Introduction
2 Results and Discussion
Acknowledgments
References
Measuring Content Complexity of Technical Texts: Machine Learning Experiments
Abstract
1 Introduction
2 A Model of the Content Complexity of Technical Texts
3 Corpus
4 Feature Extraction
4.1 Knowledge Depth Features
4.2 Prior Knowledge Requirement Features
4.3 Content Focus Features
4.4 Miscellaneous Lexical Features (MLF)
5 Text Classification by Content Complexity Experiments and Results
6 Discussion
7 Conclusion and Perspectives
References
Should Students Use Digital Scratchpads? Impact of Using a Digital Assistive Tool on Arithmetic Problem-Solving
Abstract
1 Introduction
2 Study Design
2.1 Measurement
3 Results
4 Discussions and Conclusion
Acknowledgements
References
What Does Time Tell? Tracing the Forgetting Curve Using Deep Knowledge Tracing
1 Introduction
2 Experiments
3 Results
4 Discussion and Conclusion
References
Evaluating the Transfer of Scaffolded Inquiry: What Sticks and Does It Last?
Abstract
1 Introduction
2 Method
2.1 Participants and Materials
2.2 Measures
3 Results and Discussion
3.1 Model Selection
3.2 Performance Across Driving Questions and Over Time
4 Conclusions, Future Directions, and Implications
References
Automatic Short Answer Grading via Multiway Attention Networks
1 Introduction
2 Our Approach
3 Experiments
3.1 Experimental Results
4 Conclusion
References
Automatic Classification of Error Types in Solutions to Programming Assignments at Online Learning Platform
1 Introduction
2 Related Work
3 Overview of the Approach
3.1 Dataset
3.2 The Pipeline
4 Evaluation
5 Conclusion
References
Using Recurrent Neural Networks to Build a Stopping Algorithm for an Adaptive Assessment
1 Introduction and Background
2 Experimental Setup and Models
3 Stopping Algorithm and Model Evaluation
4 Discussion
References
Participatory Design to Lower the Threshold for Intelligent Support Authoring
1 Introduction
2 Participatory Design for the Authoring UI
3 Key Findings and Discussion
4 Conclusions
References
Finding Relevant e-Learning Materials
1 Introduction
2 Refining Queries Using Background Knowledge
3 Evaluation and Results
4 Conclusion
References
Predicting Dialogue Breakdown in Conversational Pedagogical Agents with Multimodal LSTMs
Abstract
1 Introduction
2 Dialogue Breakdown Detection in Crystal Island
3 Evaluation
4 Conclusion
Acknowledgments
References
Pique: Recommending a Personalized Sequence of Research Papers to Engage Student Curiosity
Abstract
1 Introduction and Motivation
2 Model for Generating Sequences of Papers to Recommend
3 Summary and Future Work
Acknowledgements
References
Group Formation for Collaborative Learning
1 Introduction
2 Review Strategy
3 Results and Discussion
4 Conclusions and Future Work
References
AI Meets Austen: Towards Human-Robot Discussions of Literary Metaphor
1 Introduction
2 Related Work
3 System Design
4 Usability Evaluation
5 Conclusions
References
Discovery of Study Patterns that Impacts Students' Discussion Performance in Forum Assignments
1 Introduction
2 Methodology
3 Results
4 Discussion
References
Automatic Construction of a Phonics Curriculum for Reading Education Using the Transformer Neural Network
Abstract
1 Introduction
2 Experiment
3 Results
3.1 g2p Transcription
3.2 g2p Alignment
4 Conclusion
Bibliography
An Annotation Protocol for Collecting User-Generated Counter-Arguments Using Crowdsourcing
1 Introduction
2 Collecting User-Generated Counter-Arguments
2.1 Data and Crowdsourcing
2.2 Annotation Statistics
3 Analysis and Discussion
3.1 Results
4 Conclusion
References
Towards an Automatic Q&A Generation for Online Courses - A Pipeline Based Approach
Abstract
1 Introduction
2 Related Work
3 Methodology
4 Results
5 Conclusion and Further Research
Acknowledgments
References
Semantic Matching of Open Texts to Pre-scripted Answers in Dialogue-Based Learning
Abstract
1 Introduction
2 Method
3 Results
4 Conclusions
Acknowledgments
References
Developing Game-Based Models of Cooperation, Persistence and Problem Solving from Collaborative Gameplay
Abstract
1 Introduction
2 Methods
3 Results
4 Discussion and Future Work
Acknowledgments
References
An Intelligent-Agent Facilitated Scaffold for Fostering Reflection in a Team-Based Project Course
1 Introduction and Prior Work
2 Method
3 Results and Discussion
References
I Wanna Talk Like You: Speaker Adaptation to Dialogue Style in L2 Practice Conversation
1 Introduction
2 Data and Methods
3 Results and Discussion
4 Contributions and Conclusions
References
Understanding Students' Model Building Strategies Through Discourse Analysis
Abstract
1 Introduction
2 Background
3 Methods
4 Results
5 Discussion
6 Conclusion
Acknowledgements
References
Exploring Teachable Humans and Teachable Agents: Human Strategies Versus Agent Policies and the Basis of Expertise
Abstract
1 Introduction
2 Background and Domains
3 Discussion and Conclusions
References
Learning from Videos Showing a Dialog Fosters More Positive Affect Than Learning from a Monolog
Abstract
1 Introduction
2 Results
3 Discussion and Future Work
References
Automated Feedback on the Structure of Hypothesis Tests
Abstract
1 Introduction
2 Methods
3 Results
4 Conclusion and Discussion
Acknowledgments
References
Informing the Utility of Learning Interventions: Investigating Factors Related to Students' Academic Achievement in Classroom and Online Courses
Abstract
1 Introduction and Related Work
2 Method
3 Results
4 Discussion
References
Auto-Sending Messages in an Intelligent Orchestration System: A Pilot Study
Abstract
1 Introduction
2 Auto-Sending and Its Pilot Test
3 Discussion
Acknowledgements
References
Adaptive Learning Material Recommendation in Online Language Education
1 Introduction
2 Approach
3 Evaluation of Adaptive Recommendation
References
Deep Knowledge Tracing with Side Information
1 Introduction
2 Related Work
3 The Proposed Framework
4 Experiment
5 Conclusion
References
Analysis of Holistic Interactions Between Lecturers and Students in Lectures
1 Introduction
2 Modeling of Behaviors of Lecturers and Students
2.1 Modeling of Interactions Between Lecturers and Students
2.2 Modeling of Holistic Interactions Between Lecturers and Students
3 Analysis Results
3.1 Modeling of Interactions Between Lecturers and Students
3.2 Modeling of Holistic Interactions Between Lecturers and Students
4 Conclusions
References
Take the Initiative: Mixed Initiative Dialogue Policies for Pedagogical Agents in Game-Based Learning Environments
1 Introduction
2 Conversational Pedagogical Agent
3 User Study and Results
4 Discussion and Conclusion
References
Investigating on Discussion for Sharing Understanding by Using Reciprocal Kit-Build Concept Map
Abstract
1 Introduction
2 Reciprocal Kit-Build Concept Map
3 Methodology of in Detailed Analysis
4 Discussion
5 Conclusion and Future Work
Acknowledgement
References
Doctoral Consortium
Detection of Collaboration: Relationship Between Log and Speech-Based Classification
Abstract
1 Introduction and Problem Statement
2 Methodology and Progress
3 Contributions and Impact
Acknowledgements
References
An Intelligent Tutoring System and Teacher Dashboard to Support Mathematizing During Science Inquiry
Abstract
1 Introduction
2 Study 1: Competencies Underlying Mathematizing in Inq-ITS
2.1 Methods
3 Study 2: Full Inq-Blotter Versus Minimal Inq-Blotter
3.1 Methods
4 Study 3: Effects of Alert-Based Feedback on Performance
4.1 Methods
5 Discussion
References
Towards Adaptive Hour of Code
1 Introduction
2 Adaptive Learning of Introductory Programming
2.1 Domain Model
2.2 Performance Measure
2.3 Student Model
2.4 Tutor Model for Task Recommendation
2.5 Evaluation of Learning
3 Expected Contributions
References
Leaving No One Behind: Educating Those Most Impacted by Artificial Intelligence
1 Problem and Previous Work
2 Proposed Solution
2.1 Proposed Methodology
3 Ask of the AIED Community
References
Modeling Students' Behavior Using Sequential Patterns to Predict Their Performance
1 Introduction
2 Related Work
3 Research Questions
4 Previous Work
5 Future Work
5.1 Proposed Method
5.2 Problem Formulation
References
Personalization in OELEs: Developing a Data-Driven Framework to Model and Scaffold SRL Processes
Abstract
1 Introduction
2 Background
3 Proposed Methodology
4 Current Work and Future Plans
References
Analyzing Engagement in an On-Line Session
1 Introduction
2 Related Work
2.1 Measuring Engagement Level
2.2 Automated Techniques of Engagement Detection
3 Proposed Research
4 Conclusion
References
A Machine Learning Grading System Using Chatbots
1 Introduction and Motivation
2 Proposed Method
3 Experiment
4 Result
5 Discussion, Conclusion and Future Work
References
Evidence-Based Recommendation for Content Improvement Using Reinforcement Learning
Abstract
1 Introduction
2 Rafine Method
2.1 Rewards and Converse Policy
3 Evaluation Study
4 Conclusion
References
A Virtual Counselor for Genetic Risk Communication
Abstract
1 Introduction
2 Related Work
3 Prior Work in Embodied Conversational Agents (ECA)
4 Proposed Work
References
Industry Papers
A Multimodal Alerting System for Online Class Quality Assurance
1 Introduction
2 The Multimodal Alerting System
2.1 Banned Word Detector
2.2 Class Quality Predictor
2.3 Online System Performance
3 Conclusion and Future Work
References
Leveraging Cognitive Science and Artificial Intelligence to Save Lives
Abstract
1 Introduction
2 AI-Directed Cognitive Science
3 Application and Efficacy in Healthcare
3.1 Central-Line-Associated Bloodstream Infections (CLABSI)
3.2 Catheter-Associated Urinary-Tract Infections (CAUTI)
4 Conclusion
References
A Task-Oriented Dialogue System for Moral Education
1 Introduction
2 System Design
2.1 Data Collection Layer
2.2 Knowledge Graph Layer
2.3 Dialogue System Layer
3 System Demo
4 Conclusion and Implementation
References
Leveraging Student Self-reports to Predict Learning Outcomes
1 Introduction
2 The Annotation Tool
3 Data Analysis and Results
4 Discussion and Conclusion
References
Toward a Scalable Learning Analytics Solution
Abstract
1 Supporting Game-Based Learning and Productive Study Behavior
1.1 Adaptive Game-Based Learning
1.2 Supporting Productive Study Behavior
2 Towards Scalable Learning Analytics
2.1 Basic Learning Analytics
2.2 Insights from More Complex Models
3 Conclusion
References
Motivating Students to Ask More Questions
Abstract
1 Background
1.1 Asking Questions Matters
1.2 Benefits of Asking Questions Needs to Be Explained
2 Question Productivity Index (QPI)
3 Early Findings and Discussions
4 Creating Feasible Classroom Intervention and Future Directions
References
Towards Helping Teachers Select Optimal Content for Students
Abstract
1 Introduction
2 Method
2.1 Platform
2.2 Data Collection
2.3 Statistical Analysis
3 Results
4 Discussion and Conclusions
References
Workshop Papers
Supporting Lifelong Learning
Workshop Description
Reference
Educational Data Mining in Computer Science Education (CSEDM)
Measuring, Analyzing, and Modeling Multimodal Multichannel Data for Supporting Self-regulated Learning by Making Systems More Intelligent for All in the 21st Century
Abstract
Ethics in AIED: Who Cares?
Abstract
Ethics in AIED. Who Cares?
Adaptive and Intelligent Technologies for Informal Learning
Workshop Description
Designing Human-Centered AI Products
Standardization Opportunities for AI in Education
Abstract
Summary and Agenda
Approaches and Challenges in Team Tutoring Workshop
Workshop Description
Reference
Intelligent Textbooks
K12 Artificial Intelligence Education
Summary
Author Index

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