Abstract is missing.
- Validating Item Response Theory Models in Simulated EnvironmentsManuel Hernando, Eduardo Guzmán, Ricardo Conejo. [doi]
- Using EEG to Improve Massive Open Online Courses Feedback InteractionHaohan Wang, Yiwei Li, Xiaobo Hu, Yucong Yang, Zhu Meng, Kai-min Chang. [doi]
- Evaluation of a Data Mining Approach to Providing Adaptive Support in an Open-Ended Learning Environment: A Pilot StudySamad Kardan, Cristina Conati. [doi]
- Using GIFT to Support an Empirical Study on the Impact of the Self-Reference Effect on LearningAnne Sinatra. [doi]
- Informing the Design of a Game-Based Learning Environment for Computer Science: A Pilot Study on Engagement and Collaborative DialogueFernando J. Rodríguez, Natalie D. Kerby, Kristy Elizabeth Boyer. [doi]
- Motivations for a Generalized Intelligent Framework for Tutoring (GIFT) for Authoring, Instruction and AnalysisRobert A. Sottilare, Heather K. Holden. [doi]
- Developing Data Standards and Systems for MOOC Data ScienceKalyan Veeramachaneni, Franck Dernoncourt, Colin Taylor, Zachary A. Pardos, Una-May O'Reilly. [doi]
- An Investigation of Successful Self-Regulated-Learning in a Technology-Enhanced Learning EnvironmentChristina M. Steiner, Gudrun Wesiak, Adam Moore, Owen Conlan, Declan Dagger, Gary Donohoe, Dietrich Albert. [doi]
- When to Intervene: Toward a Markov Decision Process Dialogue Policy for Computer Science TutoringChristopher Michael Mitchell, Kristy Elizabeth Boyer, James C. Lester. [doi]
- Academically Productive Talk: One Size Does Not Fit AllDavid Adamson, Carolyn Penstein Rosé. [doi]
- Experimentation with the Generalized Intelligent Framework for Tutoring (GIFT): A Testbed Use CaseBenjamin Goldberg, Jan Cannon-Bowers. [doi]
- Impact of Prior Knowledge and Teaching Strategies on Learning by TeachingMa. Mercedes T. Rodrigo, Aaron Ong, Rex Perez Bringula, Roselle S. Basa, Cecilio Dela Cruz, Noboru Matsuda. [doi]
- Metacognitive Tutoring for Scientific ModelingDavid A. Joyner, Ashok K. Goel, David M. Majerich. [doi]
- Managing Ethical ThinkingMayya Sharipova, Gordon I. McCalla. [doi]
- Target the controls during the problem solving activity, a process to produce adapted epistemic feedbacks in ill-defined domains. The case of a TEL system for orthopaedic surgeryVanda Luengo, Dima Mufti-Alchawafa. [doi]
- Using Simulated Learners and Simulated Learning Environments within a Special Education ContextCarrie Demmans Epp, Alexandra Makos. [doi]
- Revisiting and Extending the Item Difficulty Effect ModelSarah Schultz, Trenton Tabor. [doi]
- Unwrapping GIFT: A Primer on Developing with the Generalized Intelligent Framework for TutoringCharles Ragusa, Michael Hoffman, Jon Leonard. [doi]
- Digital Games and Science Learning: Design Principles and Processes to Augment Commercial Game Design ConventionsDouglas B. Clark, Stephen S. Killingsworth, Mario Martinez-Garza, Grant Van Eaton, Gautam Biswas, John S. Kinnebrew, Pratim Sengupta, Kara Krinks, Deanne Adams, Haifeng Zhang, James Hughes. [doi]
- How should SE be supported - during problem-solving or seperately?Amali Weerasinghe, Amir Shareghi Najar, Tanja Mitrovic. [doi]
- A Dashboard for Visualizing Deliberative Dialogue in Online LearningTom Murray, Leah Wing, Beverly Park Woolf. [doi]
- Formative feedback in Digital Lofts: Learning environments for real world innovationMatthew Easterday, Daniel Rees Lewis, Elizabeth Gerber. [doi]
- A Data Mining Approach to Construct Production Rules in an Educational GameFazel Keshtkar, Borhan Samei, Brent Morgan, Arthur Graesser. [doi]
- Designing OLMs for Reflection about Group Brainstorming at Interactive TabletopsAndrew Clayphan, Roberto Martínez Maldonado, Judy Kay. [doi]
- Towards a Generalized Framework for Intelligent Teaching and Learning Systems: The Argument for a Lightweight Multiagent ArchitectureBenjamin Nye, Donald Morrison. [doi]
- Towards Moment of Learning AccuracyZachary A. Pardos, Michael Yudelson. [doi]
- Analysis of Video Use in edX CoursesDaniel T. Seaton, Albert J. Rodenius, Cody A. Coleman, David E. Pritchard, Isaac Chuang. [doi]
- Detection and Transition Analysis of Engagement and Affect in a Simulation-Based Combat Medic Training EnvironmentJeanine DeFalco, Ryan Baker. [doi]
- Process and Outcome Benefits for Orienting Students to Analyze and Reflect on Available Data in Productive Failure ActivitiesIdo Roll, Natasha G. Holmes, James Day, Anthony H. K. Park, D. A. Bonn. [doi]
- Evaluation of a meta-tutor for constructing models of dynamic systemsLishan Zhang, Winslow Burleson, Maria Elena Chavez Echeagaray, Sylvie Girard, Javier Gonzalez Sanchez, Yoalli Hidalgo-Pontet, Kurt VanLehn. [doi]
- Towards Localization of Automated Tutors for Developing CountriesImran A. Zualkernan, Ivon Arroyo, Beverly Park Woolf. [doi]
- Providing implicit formative feedback to learners by combining self-generated and instructional explanationsJoseph Jay Williams, Helen Poldsam. [doi]
- JavaParser; A Fine-Grain Concept Indexing Tool for Java ProblemsRoya Hosseini, Peter Brusilovsky. [doi]
- Two Models of Learning: Cognition Vs. SocializationShreeharsh Kelkar. [doi]
- Improving learning in MOOCs with Cognitive ScienceJoseph Jay Williams. [doi]
- Simulated Students, Mastery Learning, and Improved Learning Curves for Real-World Cognitive TutorsStephen E. Fancsali, Tristan Nixon, Annalies Vuong, Steven Ritter. [doi]
- Children Creating Pedagogical Avatars: Cross-cultural Differences in Drawings and LanguageMelissa-Sue John, Ivon Arroyo, Imran A. Zualkernan, Beverly Park Woolf. [doi]
- The Importance of Software Standards in the Globalization of Educational Technology: The IEEE Actionable Data Book ProjectAvron Barr, Tyde Richards, Robby Robson. [doi]
- GIFT Research Transition: An Outline of Options: How transition in GIFT moves through phases of idea, project, paper, and to real-world useKeith W. Brawner. [doi]
- Individual differences in the effect of feedback on children's change in analogical reasoningClaire E. Stevenson, Wilma C. M. Resing, Willem J. Heiser. [doi]
- XNAgent: Authoring Embodied Conversational Agents for Tutor-User InterfacesAndrew Onley. [doi]
- Towards Semantic Descriptions of Collaboration Indicators to Support Collaboration Models TransferabilityJesus L. Lobo, Olga C. Santos, Jesus Boticario. [doi]
- Encouraging Online Student Reading with Social VisualizationJulio Guerra, Denis Parra, Peter Brusilovsky. [doi]
- Automatic Generation of Programming Feedback; A Data-Driven ApproachKelly Rivers, Kenneth R. Koedinger. [doi]
- Run-Time Affect Modeling in a Serious Game with the Generalized Intelligent Framework for TutoringJonathan P. Rowe, Eleni V. Lobene, Jennifer Sabourin, Bradford W. Mott, James C. Lester. [doi]
- Teacher Perspectives on the Potential for Scaffolding with an Open Learner Model and a Robotic TutorAiden Jones, Susan Bull, Ginevra Castellano. [doi]
- Toward a reflective SimStudent: Using experience to avoid generalization errorsChristopher J. MacLellan, Noboru Matsuda, Kenneth R. Koedinger. [doi]
- Collaborative Learning in Geographically Distributed and In-person GroupsRené F. Kizilcec. [doi]
- Effects of Automatically Generated Hints on Time in a Logic TutorMichael Eagle, Tiffany Barnes, Matthew Johnson. [doi]
- Designing Digital Objects to Scaffold LearningGrant Van Eaton, Douglas B. Clark, David Beutel. [doi]
- Authoring a Thermodynamics Cycle Tutor Using GIFTMostafa Amin-Naseri, Enruo Guo, Stephen Gilbert, John Jackman, Mathew Hagge, Gloria Starns, LeAnn Faidly. [doi]
- Analysis of Emotion and Engagement in a STEM Alternate Reality GameYu-Han Chang, Rajiv T. Maheswaran, Jihie Kim, Linwei Zhu. [doi]
- Extending Collaborative Learning Modeling with Emotional InformationOlga C. Santos, Jesus Boticario, Raúl Cabestrero, Pilar Quirós. [doi]
- Roll Call: Taking a Census of MOOC StudentBetsy Williams. [doi]
- Towards Deeper Understanding of Syntactic Concepts in ProgrammingSebastian Gross, Sven Strickroth, Niels Pinkwart, Nguyen-Thinh Le. [doi]
- Bringing Authoring Tools for Intelligent Tutoring Systems and Serious Games Closer Together: Integrating GIFT with the Unity Game EngineColin Ray, Stephen Gilbert. [doi]
- Measurably Increasing Motivation in MOOCsJoseph Jay Williams, Dave Paunesku, Benjamin Heley, Jascha Sohl-Dickstein. [doi]
- Is the Brazilian HCI Community Researching Cultural Issues? An Analysis of 15 years of the Brazilian HCI ConferenceIsabela Gasparini, Marcos Hideshi Kimura, Sergio De Moraes, Marcelo Soares Pimenta, José Palazzo Moreira de Oliveira. [doi]
- The SCHOLAR Legacy: A New Look at the Affordances of Semantic Networks for Conversational Agents in Intelligent Tutoring SystemsDonald Morrison, Vasile Rus. [doi]
- Suggest-Assert-Modify: A Taxonomy of Adaptive Scaffolds in Computer-Based Learning EnvironmentsJames Segedy, Kirk M. Loretz, Gautam Biswas. [doi]
- Integrating GIFT and AutoTutor with Sharable Knowledge Objects (SKOs)Benjamin Nye. [doi]
- Enhancing socially shared regulation in working groups using a CSCL regulation toolsErnesto Panadero, Sanna Järvelä, Jonna Malmberg, Marika Koivuniemi, Chris Phielix, Jos G. M. Jaspers, Paul A. Kirschner. [doi]
- A Differential Temporal Interestingness Measure for Identifying the Learning Behavior Effects of ScaffoldingJohn S. Kinnebrew, Daniel L. C. Mack, Gautam Biswas. [doi]
- Recommendations for the Generalized Intelligent Framework for Tutoring Based on the Development of the Deep Tutor ServiceVasile Rus, Nobal B. Niraula, Mihai C. Lintean, Rajendra Banjade, Dan Stefanescu, William Baggett. [doi]
- Exploring Possible Reasons behind Low Student Retention Rates of Massive Online Open Courses: A Comparative Case Study from a Social Cognitive PerspectiveYuan Wang. [doi]
- A Framework for Self-Regulated Learning of Domain-Specific ConceptsBowen Hui. [doi]
- Fostering Diagnostic Accuracy in a Medical Intelligent Tutoring SystemReza Feyzi-Behnagh, Roger Azevedo, Elizabeth Legowski, Kayse Reitmeyer, Eugene Tseytlin, Rebecca S. Crowley. [doi]
- A User Study on the Automated Assessment of ReviewsLakshmi Ramachandran, Edward F. Gehringer. [doi]
- Syntactic and Functional Variability of a Million Code Submissions in a Machine Learning MOOCJonathan Huang, Chris Piech, Andy Nguyen, Leonidas J. Guibas. [doi]
- Contextualised Student Modelling for Enculturated SystemsPhaedra Mohammed, Permanand Mohan. [doi]
- Authoring Collaborative Intelligent Tutoring SystemsJennifer K. Olsen, Daniel M. Belenky, Vincent Aleven, Nikol Rummel, Jonathan Sewall, Michael A. Ringenberg. [doi]
- Impact of a blended ICT adoption model on Chilean vulnerable schools correlates with amount of on online practiceRoberto Araya, Johan Van der Molen. [doi]
- Comparing Paradigms for AIED in ICT4D: Classroom, Institutional, and InformalBenjamin D. Nye. [doi]
- Must Feedback Disrupt Presence in Serious Games?Matthew J. Hays, H. Chad Lane, Daniel Auerbach. [doi]
- What is my essay really saying? Using extractive summarization to motivate reflection and redraftingNicolas van Labeke, Denise Whitelock, Debora Field, Stephen Pulman, John Richardson. [doi]
- Understanding Users' Interaction Behavior with an Intelligent Educational Game: Prime ClimbAlireza Davoodi, Samad Kardan, Cristina Conati. [doi]
- Towards Supporting 'Learning To Learn Together' in the Metafora platformManolis Mavrikis, Toby Dragon, Nikoleta Yiannoutsou, Bruce M. McLaren. [doi]
- Exploring Adaptive Scaffolding in a Multifaceted Tangible Learning EnvironmentElissa Thomas, Victor Girotto, Alex Abreu, Cecil Lozano, Kasia Muldner, Winslow Burleson, Erin Walker. [doi]
- Leveraging a Generalized Tutoring Framework in Exploratory Simulations Of Ill-Defined DomainsJames Thomas, Ajay Divakaran, Saad M. Khan. [doi]
- Using HCI Task Modeling Techniques to Measure How Deeply Students ModelSylvie Girard, Lishan Zhang, Yoalli Hidalgo-Pontet, Kurt VanLehn, Winslow Burleson, Maria Elena Chavez Echeagaray, Javier Gonzalez Sanchez. [doi]
- Exploring through Simulation the Effects of Peer Impact on LearningStephanie Frost, Gordon I. McCalla. [doi]
- Estimating the Effect of Web-Based HomeworkKim M. Kelly, Neil T. Heffernan, Cristina Heffernan, Susan R. Goldman, James Pellegrino, Deena Soffer Goldstein. [doi]
- Embedded Scaffolding for Reading Comprehension in Open-Ended Narrative-Centered Learning EnvironmentsJonathan P. Rowe, Eleni V. Lobene, Bradford W. Mott, James C. Lester. [doi]
- Modeling the Process of Online Q&A Discussions using a Dialogue State ModelShitian Shen, Jihie Kim. [doi]
- A Case Study of the Localization of an Intelligent Tutoring SystemMohammed Phaedra, Permanand Mohan. [doi]
- An architecture for identifying and using effective learning behavior to help students manage learningPaul Salvador Inventado, Roberto S. Legaspi, Koichi Moriyama, Masayuki Numao, Jeanine DeFalco, Ryan Baker. [doi]
- Scripting at the Tabletop to Improve CollaborationAndrew Clayphan. [doi]
- Supporting Collaborative Learning in Virtual Worlds by Intelligent Pedagogical Agents: Approach, PerspectivesMohamed Soliman. [doi]
- Automating Guidance for Students' Chemistry DrawingsAnna Rafferty, Elizabeth Gerard, Kevin W. McElhaney, Marcia C. Linn. [doi]
- Toward "Hyper-Personalized" Cognitive Tutors: Non-Cognitive Personalization in the Generalized Intelligent Framework for TutoringStephen Fancsali, Steven Ritter, John C. Stamper, Tristan Nixon. [doi]
- A Virtual Space for Children to Meet and Practice ChineseMei Si. [doi]
- 'Gaming the system' in Newton's PlaygroundLubin Wang, Yoon Jeon Kim, Valerie J. Shute. [doi]
- Welcome to the moocspace: a proposed theory and taxonomy for massive open online coursesEmily Schneider. [doi]
- Using Argument Diagramming to Improve Peer Grading of Writing AssignmentsMohammad Hassan Falakmasir, Kevin D. Ashley, Christian D. Schunn. [doi]
- A Synergic Neuro-Fuzzy Evaluation System in Cultural IntelligenceZhao Xin Wu, Roger Nkambou, Jacqueline Bourdeau. [doi]
- An Intelligent Tutoring System for Teaching FOL EquivalenceFoteini Grivokostopoulou, Isidoros Perikos, Ioannis Hatzilygeroudis. [doi]
- An Intelligent Tutoring System for Japanese Language Particles with User Assessment and FeedbackZachary Chung, Hiroko Nagai, Ma. Mercedes T. Rodrigo. [doi]
- Controlled experiments on millions of students to personalize learningEliana Feasley, Chris Klaiber, James Irwin, Jace Kohlmeier, Jascha Sohl-Dickstein. [doi]
- Towards Formative Feedback on Student ArgumentsNancy Green. [doi]
- Eliciting student explanations during tutorial dialogue for the purpose of providing formative feedbackPamela W. Jordan, Patricia L. Albacete, Sandra Katz, Michael Ford, Michael Lipschultz. [doi]
- A Conceptual Model of Intercultural Communication: Challenges, Development Method and AchievementsEmmanuel G. Blanchard, Stan Karanasios, Vania Dimitrova. [doi]
- Sequential Patterns of Affective States of Novice ProgrammersNigel Bosch, Sidney K. D'Mello. [doi]
- Brief Introduction to Social Deliberative SkillsTom Murray. [doi]
- Adaptive Multi-Agent Architecture to Track Students' Self-Regulated LearningBabak Khosravifar, Roger Azevedo, Reza Feyzi-Behnagh, Michelle Taub, Gautam Biswas, John S. Kinnebrew. [doi]