
Intelligent Tutoring Systems
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Content
- Title
- Preface
- Committees
- Table of Contents
- Affect: Emotions
- Implicit Strategies for Intelligent Tutoring Systems
- Introduction
- Previous Work
- Implicit Strategies for Intelligent Tutoring Systems
- Affective Priming
- Cognitive Priming
- Discussion
- Conclusion
- References
- Rudeness and Rapport: Insults and Learning Gains in Peer Tutoring
- Introduction
- Study
- Data Annotation
- Results
- Surface-Level Language Features and Role Differences (RQ1 )
- Conversational Strategies and Social Functions (RQ1)
- Learning Gains, Language Features, and Social Functions (RQ2)
- Relationships: Friends and Strangers (RQ3)
- Discussion and Conclusions
- References
- On Pedagogical Effects of Learner-Support Agents in Collaborative Interaction
- Introduction
- Related Work and Relevant Questions
- Collaborative Problem Solving
- Pedagogical Conversational Agents as Learning Advisers
- Method
- Experimental Task and Procedure
- Experimental System
- Participants and Conditions
- Results
- Experiment 1
- Experiment 2
- Discussion
- H1: Effects of the Presence of a Conversational Agent
- H2: Effects of the Affective Expressions of the Conversational Agent
- Conclusion and Future Work
- References
- Exploration of Affect Detection Using Semantic Cues in Virtual Improvisation
- Introduction
- Related Work
- Semantic Interpretation of Interaction Contexts
- Evaluation and Conclusion
- References
- Measuring Learners' Co-Occurring Emotional Responses during Their Interaction with a Pedagogical Agent in MetaTutor
- Co-Occurring Emotions during Learning with ITSs
- Methods
- Participants
- MetaTutor and Apparatus
- Data Analysis
- Results
- What Proportion of All Emotions that Learners' Embodied during the Sub Goal Setting Task Are COEs vs. SDEs?
- Which Pairs of COEs Are Most Prominent?
- Discussion, Conclusions and Future Directions
- References
- Visualization of Student Activity Patterns within Intelligent Tutoring Systems
- Introduction
- The Tutor and the Student Data
- Methodology
- Results
- Discussion and Future Work
- References
- Toward a Machine Learning Framework for Understanding Affective Tutorial Interaction
- Introduction
- Related Work
- Dialogue Corpus and Facial Expression Annotation
- Hidden Markov Modeling and Discussion
- Conclusion and Future Work
- References
- Exploring Relationships between Learners' Affective States, Metacognitive Processes, and Learning Outcomes
- Introduction
- Method
- Participants
- Stimuli and Software
- Materials and Procedure
- Predictions, Results, and Discussion
- Predicted Links between Affect, Metacognition, and Performance
- Results
- Discussion
- References
- Mental Workload, Engagement and Emotions: An Exploratory Study for Intelligent Tutoring Systems
- Introduction
- Previous Work
- Methodology
- Subjective Reporting of Emotional State
- EEG Recording
- Computing the Engagement Index
- Computing the Workload Index
- Results and Discussions
- Conclusion
- References
- Affect: Signals
- Real-Time Monitoring of ECG and GSR Signals during Computer-Based Training
- Introduction
- Methodology
- Results
- Discussion and Future Work
- References
- Categorical vs. Dimensional Representations in Multimodal Affect Detection during Learning
- Introduction
- Experiment and Data Collection
- Computational Framework in Matlab
- Results and Discussions
- Conclusion
- References
- Cognitive Priming: Assessing the Use of Non-conscious Perception to Enhance Learner's Reasoning Ability
- Introduction
- Cognitive Priming
- Related Work
- Empirical Studies Conducted
- Conclusion
- References
- Games: Motivation and Design
- Math Learning Environment with Game-Like Elements: An Incremental Approach for Enhancing Student Engagement and Learning Effectiveness
- Introduction
- Theoretical Framework
- Methodology
- Results
- Future Work and Conclusions
- References
- Motivational Factors for Learning by Teaching: The Effect of a Competitive Game Show in a Virtual peer-Learning Environment
- Introduction
- APLUS with SimStudent and Competitive Game Show
- Overview of SimStudent
- Overview of APLUS
- Competitive Game Show
- Evaluation Study
- Participants
- Methods
- Measures
- Results
- Test Scores
- Tutoring Engagement and Motivation
- Game Show Participation
- Discussion
- Conclusion
- References
- An Analysis of Attention to Student - Adaptive Hints in an Educational Game
- Introduction
- Related Work
- The Prime Climb Game
- User Study on Attention to Hints
- Factors Affecting Attention to Hints: Results
- Factors That Affect Attention to Hints Measured by Total Fixation Time
- Factors That Affect Attention to Hints Measured by Fixations/Word
- Factors That Affect Attention: Discussion
- Effect of Attention to Hints on Game Playing
- Conclusions and Future Work
- References
- Serious Game and Students' Learning Motivation: Effect of Context Using Prog&Play
- Introduction
- Background and Related Work
- Evaluation
- Usage Settings and Participants
- Materials
- Results and Analysis
- Conclusion
- References
- Exploring the Effects of Prior Video-Game Experience on Learner's Motivation during Interactions with HeapMotiv
- Introduction
- Prior Video-Game Experience and Learner's Motivation
- Experiment
- Experimental Results
- Conclusion and Future Work
- References
- A Design Pattern Library for Mutual Understanding and Cooperation in Serious Game Design
- Introduction
- Previous Work and Methodology
- Our DP Collaborative Library
- Pattern: Reified Knowledge4
- The Content of Our Design Pattern Library
- Fieldwork and Discussion
- Conclusion and Future Avenues of Research
- References
- Games: Empirical Studies
- Predicting Student Self-regulation Strategies in Game-Based Learning Environments
- Introduction
- Related Work
- Method
- Results
- Analyzing Self-Regulation Behaviors
- Predicting Self-Regulation Behaviors
- Discussion
- References
- Toward Automatic Verification of Multiagent Systems for Training Simulations
- Introduction
- PsychSim and UrbanSim
- Evaluation of Pedagogy
- Study Population
- Experiment Manipulation and Procedure
- Measures
- Results
- Simulation-Based Verification of Pedagogy
- Markov Chain Monte Carlo Simulation
- Sampling Distribution
- Simulation Paths
- Discussion
- References
- Using State Transition Networks to Analyze Multi-party Conversations in a Serious Game
- Introduction
- Speech Act Classification and State Transition Networks
- Hypotheses
- Methods
- Results
- Conclusion and Future Work
- References
- How to Evaluate Competencies in Game-Based Learning Systems Automatically?
- Introduction
- Assessment in Game-Based Learning Systems
- Automatic Monitoring and Game Action Analysis System
- Diagnostic Indicators
- Combining an Expert Petri Net and a Game Action and Domain Ontology
- Game Actions Labeling Algorithm
- Case Study
- The Game
- The Experiment
- Discussion et Perspectives
- Conclusion
- References
- Content Representation: Empirical Studies
- Sense Making Alone Doesn't Do It: Fluency Matters Too! ITS Support for Robust Learning with Multiple Representations
- Introduction
- Methods
- Fractions Tutor
- Test Instruments
- Experimental Design and Procedure
- Results
- Effects of Connection-Making Support
- Learning Effects
- Discussion and Conclusion
- References
- Problem Order Implications for Learning Transfer
- Introduction
- A Brief Review of SimStudent
- Problem Order Study
- Methods
- Blocked vs. Interleaved Problem Orders
- Results
- Implications for Instructional Design
- Related Work
- Concluding Remarks
- References
- Knowledge Component Suggestion for Untagged Content in an Intelligent Tutoring System
- Introduction
- Related Work
- The ASSISTments Platform
- Data
- Approaches
- Text Mining Approach with SVM Classifier
- Search Engine and KNN Approach
- Results
- Discussion
- References
- Feedback: Empirical Studies
- Automating Next-Step Hints Generation Using ASTUS
- Introduction
- ASTUS
- Hint Generation
- Experiments
- Discussion
- Conclusion
- References
- The Effectiveness of Pedagogical Agents' Prompting and Feedback in Facilitating Co-adapted Learning with MetaTutor
- Objectives and Theoretical Framework
- Method
- Participants
- Materials and MetaTutor
- Instructional Conditions
- Experimental Procedure
- Results
- Discussion
- Current and Future Directions
- References
- Noticing Relevant Feedback Improves Learning in an Intelligent Tutoring System for Peer Tutoring
- Introduction
- The Adaptive Peer Tutoring Assistant
- Method
- Results
- Discussion and Conclusions
- References
- ITS in Special Domains
- Multi-paradigm Generation of Tutoring Feedback in Robotic Arm Manipulation Training
- Introduction
- CanadarmTutor
- Integrating a Path-Planner for Automatic Path Generation
- Integrating a Cognitive Model to Assess Skills and Spatial Reasoning
- Using Data Mining Techniques to Learn Partial Task Models
- Combining the Three Paradigms
- Experimental Evaluation
- Conclusion
- References
- User-Centered Design of a Teachable Robot
- Introduction
- Background
- Speed Dating Method
- Analysis of User Needs
- Design Directions
- References
- An Intelligent Tutoring and Interactive Simulation Environment for Physics Learning
- Introduction
- ViPS Architecture
- Evaluation of ViPS
- Conclusion
- References
- Guru: A Computer Tutor That Models Expert Human Tutors
- Introduction
- Brief Description of Guru
- Method
- Results
- General Discussion
- References
- Developing an Embodied Pedagogical Agent with and for Young People with Autism Spectrum Disorder
- Introduction
- EPA Development Kit (EPA DK)
- EPA Design and Development Process
- Study Aims
- Design Teams
- Procedure
- Results
- Idea Generation and Mixing of Individual Ideas
- Big Idea
- EPA DK
- Discussion
- Conclusion and Future Work
- References
- Non Conventional Approaches
- WEBsistments: Enabling an Intelligent Tutoring System to Excel at Explaining Rather Than Coaching
- Introduction
- Methodology
- Results
- Overall Trend from Web Pages
- Modeling Effects of Web Pages
- Contributions, Future Work, and Conclusions
- References
- Automated Approaches for Detecting Integration in Student Essays
- Introduction
- Document Classification Algorithms
- Latent Semantic Analysis
- Support Vector Machines
- Multi-Word
- Methodology
- Data
- Metrics
- LSA
- SVM
- Multiword
- Results and Discussion
- References
- On the WEIRD Nature of ITS/AIED ConferencesA 10 Year Longitudinal Study Analyzing Potential Cultural Biases
- Introduction
- WEIRD Dominance on Psychology and Implications for ITS
- A Ten Year Analysis of Full Papers in ITS/AIED Conferences
- Discussion and Conclusion
- References
- Content Representation: Conceptual
- Goal-Oriented Conceptualization of Procedural Knowledge
- Introduction
- Goal-Oriented Rules
- Goal-Oriented Rule Learning Algorithm
- Evaluation
- Conclusions
- References
- Context-Dependent Help for Novices Acquiring Conceptual Systems Knowledge in DynaLearn
- Introduction
- Principles for Basic Help
- Implementation of the Basic Help
- Model Building Task Support (How To?)
- Causal Explanations (Why?)
- Concluding Remarks
- References
- Towards an Ontology-Based System to Improve Usability in Collaborative Learning Environments
- Introduction
- SystemProposal
- Domain Ontology
- Controller Agent and Validation Agent
- Questionnaire
- Rules and Validation Process
- Case Study
- Conclusion and Future Work
- References
- Program Representation for Automatic Hint Generation for a Data-Driven Novice Programming Tutor
- Introduction
- Linkage Graphs to Represent Data Flow and Dependencies
- Hint Generation for Work-in-Progress Programs
- Effectiveness of Linkage Graph for Hint Generation
- References
- Assessment: Constraints
- Exploring Quality of Constraints for Assessment in Problem Solving Environments
- Introduction
- Related Work
- Using IRT to Study Quality of Constraints for Assessment
- Tools Used in the Experiment
- Project Investment Problem Solving Environment
- CBM-Engine Assessment Component
- Experimentation
- Design and Implementation of the Experiment
- Results
- Conclusions
- References
- Can Soft Computing Techniques Enhance the Error Diagnosis Accuracy for Intelligent Tutors?
- Introduction
- Soft Computing for Constraint Satisfaction Problems
- Weighted Constraint-Based Models
- Evaluation
- Design
- Results
- Possible Limitations
- Conclusion
- References
- Dialogue: Conceptual
- Identification and Classification of the Most Important Moments from Students' Collaborative Discourses
- Introduction
- Theoretical Ideas
- The Application
- The Identification and Classification of the Most Important Moments from a Chat
- Pivotal Moments
- Convergence Moments
- Singular Moments
- Divergence Moments
- Meeting Points
- Conclusions
- References
- When Less Is More: Focused Pruning of Knowledge Bases to Improve Recognition of Student Conversation
- Cognitive Support for Collaborative Inquiry Systems
- Related Work
- Rashi: An Inquiry Learning System with Collaborative Features
- Research Design
- Results and Conclusion
- References
- Coordinating Multi-dimensional Support in Collaborative Conversational Agents
- Introduction
- Collaborative Scripting and Support
- Coordinated Multi-dimensional Support
- The Bazaar Architecture
- Events and Components
- Output Coordinator: Prioritizing Proposed Actions
- Case Studies in Multi-dimensional Support
- Conclusions and Future Work
- References
- Textual Complexity and Discourse Structure in Computer-Supported Collaborative Learning
- Introduction
- Theoretical Considerations
- The Implemented Model
- Conclusions and Future Research Directions
- References
- Dialogue: Questions
- Using Information Extraction to Generate Trigger Questions for Academic Writing Support
- Introduction
- Related Work
- Linguistic Patterns Generation
- Interpreting Kind-of Patterns
- Interpreting Different-to Patterns
- Interpreting Similar-to Relation
- Automatic Question Generation Process
- Evaluation
- Participants and Procedure
- Relation Extraction Performance
- Evaluation of Computer Generated and Generic question
- Evaluation of Questions Generated from Different Relation Types
- Directive versus Facilitative Questions
- Conclusion and Future Work
- References
- Learning to Tutor Like a Tutor: RankingQuestions in Context
- Introduction
- Corpus
- Tutorial Setting and Transcripts
- Dialogue Annotation
- Question Authoring
- Ratings Collection
- Automatic Question Ranking
- Conclusions and Future Work
- References
- Learner Modeling
- Analysis of a Simple Model of Problem Solving Times
- Introduction
- Modeling Problem Solving Times
- The Setting and Simple Models
- Model Inspired by Item Response Theory
- Models Inspired by Collaborative Filtering
- Group Invariance
- Application and Evaluation
- Problem Solving Tutor
- Analysis of Parameter Values
- Evaluation of Predictions
- Extended Models
- Conclusions
- References
- Modelling and Optimizing the Process of Learning Mathematics
- Introduction
- Training Environment
- Selection of Actions
- Student Model
- Controller
- Methods and Results
- Logfile Analyses
- Training Effects
- Conclusion
- References
- The Student Skill Model
- Introduction
- The Student Skill Model
- Model Evaluation
- Simulation Experiments
- Real Data Experiments
- Discussion and Future Work
- Contribution
- References
- Clustered Knowledge Tracing
- Introduction
- Clustered Knowledge Tracing
- Clustering Algorithms Used and Strategy for Bootstrapping
- Empirical Validation
- Dataset Description
- Results of the Bagging Strategy to Knowledge Tracing
- Discussion and Future Work
- References
- Preferred Features of Open Learner Models for University Students
- Introduction
- Open Learner Models
- Previous Findings from Open Learner Model Use
- User Preferences for Open Learner Models
- Participants, Materials and Methods
- Results
- Discussion and Recommendations
- Summary
- References
- Do Your Eyes Give It Away? Using Eye TrackingData to Understand Students' Attitudes towardsOpen Student Model Representations
- Introduction
- Design and Methodology
- Results and Discussion
- References
- Fuzzy Logic Representation for Student Modelling
- Introduction
- Related Previous Work
- The Proposed Student Model
- Knowledge Component (KC) Diagnosis
- Error Rate Prediction
- Results
- Conclusions and Perspectives
- References
- Learning Detection
- Content Learning Analysis Using the Moment-by-Moment Learning Detector
- Introduction
- Data
- Detecting Learning Using Moment-by-Moment Learning Model
- Development of P(J) Model
- Overall Comparison of Problem Effectiveness
- Case Study of Individual Problems and Their Tutoring
- Case study of Proportion-2's Best and Worst Problems
- Case study of Range, Best and Worst Problems
- Discussion
- References
- Towards Automatically Detecting Whether Student Learning Is Shallow
- Introduction
- Data Set
- Shallowness Detector
- Label Generation
- Data Features
- Detector Development
- Results
- Discussion and Conclusions
- References
- Item to Skills Mapping: Deriving a Conjunctive Q-matrix from Data
- Introduction
- Comparison with a One Skill Per Item Condition
- Non-negative Matrix Factorization
- SimulatedData
- Simulation Methodology
- Results
- Conclusion
- References
- Interaction Strategies: Games
- The Role of Sub-problems: Supporting Problem Solving in Narrative-Centered Learning Environments
- Introduction
- Current Investigation
- Results
- Conclusions
- References
- Exploring Inquiry-Based Problem-Solving Strategies in Game-Based Learning Environments
- Introduction
- CRYSTAL ISLAND Learning Environment
- Procedure
- Results
- Hypothesis 1 - More Effective Problem Solving
- Hypothesis 2 - Better Learning Gains
- Discussion
- References
- Real-Time Narrative-Centered Tutorial Planning for Story-Based Learning
- Introduction
- CRYSTAL ISLAND Story-Based Learning Environment
- Integrated Real-Time Model
- Empirical Study
- Study Method
- Results
- Conclusion
- References
- Interaction Strategies: Empirical Studies
- An Interactive Teacher's Dashboard for Monitoring Groups in a Multi-tabletop Learning Environment
- Introduction and Related Work
- The Tabletop-Based Learning Environment: Concept Mapping
- The Interactive Teacher's Dashboard
- The Class Level: Accumulated Summaries of Each Group Activity
- The Detailed Group Level: Detailed Timeline Summaries for a Specific Group
- Evaluation
- Results and Discussion
- Conclusions and Further Work
- References
- Efficient Cross-Domain Learning of Complex Skills
- Introduction
- A Brief Review of SimStudent
- A Brief Description of Integrating Deep Feature Learning into SimStudent
- Experimental Study
- Concluding Remarks
- References
- Exploring Two Strategies for Teaching Procedures
- Introduction
- Data Normalization
- Two Versions of NORMIT
- Evaluation Study
- Conclusions
- References
- Relating Student Performance to Action Outcomes and Context in a Choice-Rich Learning Environment
- Introduction
- Method
- Results
- Discussion and Conclusion
- References
- Using the MetaHistoReasoning Tool Training Module to Facilitate the Acquisition of Domain-Specific Metacognitive Strategies
- Introduction
- Methods
- Participants
- Computer-Based Learning Environment
- Measures
- Procedure
- Coding and Scoring
- Results
- Discussion
- References
- An Indicator-Based Approach to Promote the Effectiveness of Teachers' Interventions
- Introduction
- An Indicator-Based Approach
- Categories of Indicators
- Meta-indicators and Interventions
- Hop3x: An Implementation of the Indicator-Based Approach
- Experimentations Description
- Experimental Outcomes and Discussion
- Contribution of Meta-indicators to Teachers' Activities
- Contribution of Meta-indicators to Learners' Activities
- Conclusion and Outlook
- References
- Limiting the Number of Revisions while Providing Error-Flagging Support during Tests
- Introduction and Experiment
- Results
- References
- Dialogue: Empirical Studies
- Towards Academically Productive Talk Supported by Conversational Agents
- Introduction
- Academically Productive Talk
- An Agent to Facilitate Academically Productive Talk
- Agent Support for Academically Productive Talk
- Analysis
- Reasoning in Conversations
- Effect on Full-Class Discussion Participation
- Learning Gains
- Process Analysis of Linguistic Style
- Discussion and Implications for Redesign
- Conclusion
- References
- Automatic Evaluation of Learner Self-Explanations and Erroneous Responses for Dialogue-Based ITSs
- Introduction
- Method
- Participants
- Learning Sessions
- Procedure
- Self-Explanation Coding
- Semantic Matching
- Results and Discussion
- Content, Context, and Combined Models
- Word-Based Models
- Conclusion
- References
- Group Composition and Intelligent Dialogue Tutorsfor Impacting Students' Academic Self-efficacy
- Introduction
- Prior Work
- Method
- Results
- Conclusions
- References
- How Do They Do It? Investigating Dialogue Moves within Dialogue Modes in Expert Human Tutoring
- Introduction
- Expert Tutoring Corpus
- Results and Discussion
- Dialogue Moves Predicting Dialogue Modes
- Discriminating Between Dialogue Modes
- Conclusion
- References
- Building a Conversational SimStudent
- Introduction
- System Building
- Interaction with SimStudent
- Coding Scheme
- Exploring the Data
- Discussion
- References
- Predicting Learner's Project Performance with Dialogue Features in Online Q&A Discussions
- Introduction
- Methods
- Participants
- Procedures
- Discussion Analysis Variables
- Speech Act Classifier
- Results
- Correlation Analysis
- Multiple Stepwise Regression Analysis
- Summary and Future Work
- References
- Young Researchers Track
- Interventions to Regulate Confusion during Learning
- Introduction
- Previous Research
- Future Research Plans
- References
- Using Examples in Intelligent Tutoring Systems
- Introduction
- Future Work
- References
- Semi-Supervised Classification of Realtime Physiological Sensor Datastreams for Student Affect Assessment in Intelligent Tutoring
- Background, Research, and Direction
- References.
- Detection of Cognitive Strategies in Reading Comprehension Tasks
- Introduction
- The Experiment
- Results
- Conclusions
- References
- The Effects of Adaptive Sequencing Algorithms on Player Engagement within an Online Game
- Introduction
- Adaptive Sequences
- Experiment 1: Structure, Participants and Metrics
- Discussion
- References
- A Canonicalizing Model for Building Programming Tutors
- Introduction
- Model Creation
- Hint Generation and Future Work
- References
- Developmentally Appropriate Intelligent Spatial Tutoring for Mobile Devices
- Motivation and Related Works
- Initial Research Plan
- Conclusion
- References
- Leveraging Game Design to Promote Effective User Behavior of Intelligent Tutoring Systems
- Introduction
- Method
- Gamification
- Study Design
- Conclusion
- References
- Design of a Knowledge Base to Teach Programming
- Introduction
- Knowledge Base
- Discussion and Related Work
- References
- Towards an ITS for Improving Social Problem Solving Skills of ADHD Children
- Introduction
- Method
- References
- A Scenario Based Analysis of E-Collaboration Environments
- Problem Position
- E-Collaboration Analysis
- Observing Results
- Discussion
- References
- Supporting Students in the Analysis of Case Studies for Ill-Defined Domains
- References
- Using Individualized Feedback and Guided Instruction via a Virtual Human Agent in an Introductory Computer Programming Course
- Introduction
- Background
- Proposed Study
- Future Work
- References
- Data-Driven Method for Assessing Skill-Opportunity Recognition in Open Procedural Problem Solving Environments
- Introduction
- Interaction Network
- Methods
- Example Case: The Deep thought Tutor
- References
- Posters
- How Do Learners Regulate Their Emotions?
- Introduction
- Method and Results
- Discussion
- References
- A Model-Building Learning Environment with Explanatory Feedback to Erroneous Models
- Introduction
- The Method
- References
- An Automatic Comparison between Knowledge Diagnostic Techniques
- Approaches
- Application of Some Criteria
- References
- The Interaction Behavior of Agents' Emotional Support and Competency on Learner Outcomes and Perceptions
- Introduction and Methodology
- Results and Conclusions
- References
- Accuracy of Tracking Student's Natural Language inOperation ARIES!, A Serious Game for Scientific Methods
- Introduction
- Analyses
- References
- Designing the Knowledge Base for a PHP Tutor
- Introduction
- Knowledge Base Design
- Discussion and Related Work
- References
- Domain Specific Knowledge Representation for an Intelligent Tutoring System to Teach Algebraic Reasoning
- References
- Exploring the Potential of Tabletops for Collaborative Learning
- Introduction and Research Issues
- Application Design to Support a Brainstorming Activity
- Evaluation and Conclusion
- References
- Modeling the Affective States of Students Using SQL-Tutor
- Methods
- Results and Discussion
- Conclusion
- References
- A Cross-Cultural Comparison of Effective Help-Seeking Behavior among Students Using an ITS for Math
- References
- Emotions during Writing on Topics That Align or Misalign with Personal Beliefs
- Introduction
- Methods
- Results and Discussion
- References
- A Multiagent-Based ITS Using MultipleViewpoints for Propositional Logic
- Introduction
- An Overview of the Proposed System
- FinalRemarks
- References
- Simulation-Based Training of Ill-Defined Social Domains: The Complex Environment Assessment and Tutoring System (CEATS)
- References
- Empirical Investigation on Self Fading as Adaptive Behavior of Hint Seeking
- Introduction
- Learning System and Task
- Experimental Results
- References
- Scripting Discussions for Elaborative, Critical Interactions
- Introduction
- Learning Environment and Collaboration Script
- Study
- References
- Design Requirements of a Virtual Learning Environment for Resource Sharing
- Introduction
- Experiments
- Conclusions
- Reference
- The Effectiveness of a Pedagogical Agent's Immediate Feedback on Learners' Metacognitive Judgments during Learning with MetaTutor
- Reference
- Supporting Students in the Analysis of Case Studies for Professional Ethics Education
- Reference
- Evaluating the Automatic Extraction of Learning Objects from Electronic Textbooks Using ErauzOnt
- Introduction
- Experiment
- References
- A Cognition-Based Game Platform and its Authoring Environment for Learning Chinese Characters
- References
- Effects of Text and Visual Element Integration Schemes on Online Reading Behaviors of Typical and Struggling Readers
- Introduction
- Methods
- Results
- Conclusion
- Fadable Scaffolding with Cognitive Tool
- Introduction
- Learning Skill Development with Cognitive Tool
- Conclusion
- References
- Mediating Intelligence through Observation, Dependencyand Agency in Making Construals of Malaria
- Introduction
- Construals of Malaria
- Conclusion
- References
- Supporting Social Deliberative Skills in Online Classroom Dialogues: Preliminary Results Using Automated Text Analysis
- References
- Using Time Pressure to Promote Mathematical Fluency
- Introduction
- Game Frameworks
- Evaluation
- Participants and Method
- Results and Discussion
- References
- nteroperability for ITS: An Ontology of Learning Style Models
- References
- Skill Diaries: Can Periodic Self-assessment Improve Students' Learning with an Intelligent Tutoring System?
- References
- An Optimal Assessment of Natural Language Student Input Using Word-to-Word Similarity Metrics
- Background and Results
- References
- Facilitating Co-adaptation of Technology and Education through the Creation of an Open-Source Repository of Interoperable Code
- Introduction
- Conclusion
- References
- A Low-Cost Scalable Solution for Monitoring Affective State of Students in E-learning Environment Using Mouse and Keystroke Data
- References
- Impact of an Adaptive Tutorial on Student Learning
- Purpose of Study
- Participants
- Adaptive Tutorial
- Data Collection and Instruments
- Results
- References
- Technology Enhanced Learning Program That Makes Thinking the Outside to Train Meta-cognitive Skill through Knowledge Co-creation Discussion
- Introduction
- Knowledge Co-creation Workshop Using Sizhi in the Lecture Course
- Concluding Remarks
- References
- Open Student Models to Enhance Blended-Learning
- Interactions in Student Model for Feedback
- Evaluation and Conclusions
- References
- ZooQuest: A Mobile Game-Based Learning Application for Fifth Graders
- Introduction
- Method
- Results
- Conclusion
- References
- Drawing-Based Modeling for Early Science Education
- References
- An OWL Ontology for IEEE-LOM and OBAA Metadata
- The OBAA Metadata Ontology
- References
- Classifying Topics of Video Lecture Contents Using Speech Recognition Technology
- Topic Classification Based on Speech Recognition
- Experiment and Discussion
- Summary
- References
- An Agent-Based Infrastructure for the Support of Learning Objects Life-Cycle
- The MILOS Infrastructure
- References
- Cluster Based Feedback Provision Strategies in Intelligent Tutoring Systems
- Introduction
- Clustered Solution Spaces: Feedback Strategies
- Validating and Discussing the Approach: a Case Study
- References
- Web Comic Strip Creator for Educational Comics with Assessable Learning Objectives
- Introduction
- System Description
- Conclusions
- References
- Layered Architecture for Online Lab-works: Experimentation in the Computer Science Education
- Introduction
- A Layered Architecture to Actively Manage Remote Experiments
- Conclusion
- References
- A Serious Game for Teaching Conflict Resolution to Children
- Introduction
- Emergent Conflicts out of Emotional Agents
- References
- Towards Social Mobile Blended Learning
- Introduction
- References
- Learning Looping: From Natural Language to Worked Examples
- Introduction
- Methods
- Results
- References
- A Basic Model of Metacognition: A Repository to Trigger Reflection
- Introduction
- Experiment
- Conclusions
- Reference
- Analyzing Affective Constructs: Emotions 'n Attitudes
- Introduction
- Results
- References
- Interactive Virtual Representations, Fractions, and Formative Feedback
- Introduction
- Results and Discussion
- References
- An Intelligent System to Support Accurate Transcription of University Lectures
- Introduction
- A Pragmatic Approach to Accurate Transcription
- Experiments
- References
- Multi-context Recommendation in Technology Enhanced Learning
- Multi-Context Recommendation Process
- Experiment and Results
- References
- Author Index
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