Table of Contents

• Is a Dialogue-Based Tutoring System that Emulates Helpful Co-constructed Relations During Human Tutoring Effective?Patricia L. Albacete, Pamela W. Jordan, Sandra Katz. 3-12 [doi]
• Educational Question Answering Motivated by Question-Specific Concept MapsThushari Atapattu, Katrina E. Falkner, Nickolas J. G. Falkner. 13-22 [doi]
• A Study of Automatic Speech Recognition in Noisy Classroom Environments for Automated Dialog AnalysisNathaniel Blanchard, Michael Brady, Andrew McGregor Olney, Marci Glaus, Xiaoyi Sun, Martin Nystrand, Borhan Samei, Sean Kelly, Sidney K. D'Mello. 23-33 [doi]
• Teachable Agents with Intrinsic MotivationAiliya Borjigin, Chunyan Miao, Sufang Lim, Siyao Li, Zhiqi Shen. 34-43 [doi]
• Temporal Generalizability of Face-Based Affect Detection in Noisy Classroom EnvironmentsNigel Bosch, Sidney K. D'Mello, Ryan Shaun Joazeiro de Baker, Jaclyn Ocumpaugh, Valerie J. Shute. 44-53 [doi]
• Transfer Learning for Predictive Models in Massive Open Online CoursesSebastien Boyer, Kalyan Veeramachaneni. 54-63 [doi]
• Mind the Gap: Improving Gender Equity in Game-Based Learning Environments with Learning CompanionsPhilip Sheridan Buffum, Kristy Elizabeth Boyer, Eric N. Wiebe, Bradford W. Mott, James C. Lester. 64-73 [doi]
• Comparing Representations for Learner Models in Interactive SimulationsCristina Conati, Lauren Fratamico, Samad Kardan, Ido Roll. 74-83 [doi]
• Games are Better than Books: In-Situ Comparison of an Interactive Job Interview Game with Conventional TrainingIonut Damian, Tobias Baur, Birgit Lugrin, Patrick Gebhard, Gregor Mehlmann, Elisabeth André. 84-94 [doi]
• Predicting Comprehension from Students' SummariesMihai Dascalu, Larise Lucia Stavarache, Philippe Dessus, Stefan Trausan-Matu, Danielle S. McNamara, Maryse Bianco. 95-104 [doi]
• A Tutorial Dialogue System for Real-Time Evaluation of Unsupervised Dialogue Act Classifiers: Exploring System OutcomesAysu Ezen-Can, Kristy Elizabeth Boyer. 105-114 [doi]
• Positive Impact of Collaborative Chat Participation in an edX MOOCOliver Ferschke, Diyi Yang, Gaurav Tomar, Carolyn Penstein Rosé. 115-124 [doi]
• Who Needs Help? Automating Student Assessment Within Exploratory Learning EnvironmentsMark Floryan, Toby Dragon, Nada Basit, Suellen Dragon, Beverly Park Woolf. 125-134 [doi]
• Moody Agents: Affect and Discourse During Learning in a Serious GameCarol M. Forsyth, Arthur C. Graesser, Andrew McGregor Olney, Keith K. Millis, Breya Walker, Zhiqiang Cai. 135-144 [doi]
• Examining the Predictive Relationship Between Personality and Emotion Traits and Learners' Agent-Direct EmotionsJason M. Harley, Cassia C. Carter, Niki Papaionnou, François Bouchet, Ronald S. Landis, Roger Azevedo, Lana Karabachian. 145-154 [doi]
• Evaluating Human and Automated Generation of Distractors for Diagnostic Multiple-Choice Cloze Questions to Assess Children's Reading ComprehensionYi-Ting Huang, Jack Mostow. 155-164 [doi]
• Machine Learning for Holistic Evaluation of Scientific EssaysSimon Hughes, Peter M. Hastings, Mary Anne Britt, Patricia S. Wallace, Dylan Blaum. 165-175 [doi]
• Learning to Diagnose a Virtual Patient: an Investigation of Cognitive Errors in Medical Problem SolvingAmanda Jarrell, Tenzin Doleck, Eric Poitras, Susanne P. Lajoie, Tara Tressel. 176-184 [doi]
• Studying Student Use of Self-Regulated Learning Tools in an Open-Ended Learning EnvironmentJohn S. Kinnebrew, Brian C. Gauch, James Segedy, Gautam Biswas. 185-194 [doi]
• Situated Pedagogical Authoring: Authoring Intelligent Tutors from a Student's PerspectiveH. Chad Lane, Mark G. Core, Matthew J. Hays, Daniel Auerbach, Milton Rosenberg. 195-204 [doi]
• Two Modes are Better Than One: a Multimodal Assessment Framework Integrating Student Writing and DrawingSamuel P. Leeman-Munk, Andy Smith, Bradford W. Mott, Eric N. Wiebe, James C. Lester. 205-215 [doi]
• To Resolve or not to Resolve? that is the Big Question About ConfusionBlair Lehman, Arthur C. Graesser. 216-225 [doi]
• Motivational Design in an Intelligent Tutoring System that Helps Students Make Good Task Selection DecisionsYanjin Long, Zachary Aman, Vincent Aleven. 226-236 [doi]
• SNS Messages Recommendation for Learning MotivationSébastien Louvigné, Yoshihiro Kato, Neil Rubens, Maomi Ueno. 237-246 [doi]
• How Spacing and Variable Retrieval Practice Affect the Learning of Statistics ConceptsJaclyn K. Maass, Philip I. Pavlik Jr., Henry Hua. 247-256 [doi]
• Leveraging Multiple Views of Text for Automatic Question GenerationKaren Mazidi, Rodney D. Nielsen. 257-266 [doi]
• Mind Wandering During Learning with an Intelligent Tutoring SystemCaitlin Mills, Sidney K. D'Mello, Nigel Bosch, Andrew McGregor Olney. 267-276 [doi]
• DeepStealth: Leveraging Deep Learning Models for Stealth Assessment in Game-Based Learning EnvironmentsWookhee Min, Megan Hardy Frankosky, Bradford W. Mott, Jonathan P. Rowe, Eric N. Wiebe, Kristy Elizabeth Boyer, James C. Lester. 277-286 [doi]
• Learning Mental Models of Human Cognitive Processing by Creating Cognitive ModelsKazuhisa Miwa, Nana Kanzaki, Hitoshi Terai, Kazuaki Kojima, Ryuichi Nakaike, Junya Morita, Hitomi Saito. 287-296 [doi]
• A Player Model for Adaptive Gamification in Learning EnvironmentsBaptiste Monterrat, Michel Desmarais, Élise Lavoué, Sébastien George. 297-306 [doi]
• Exploring the Impact of a Learning Dashboard on Student AffectKasia Muldner, Michael Wixon, Dovan Rai, Winslow Burleson, Beverly Park Woolf, Ivon Arroyo. 307-317 [doi]
• Cognitive Tutor Use in Chile: Understanding Classroom and Lab CultureAmy Ogan, Evelyn Yarzebinski, Patricia Fernández, Ignacio Casas. 318-327 [doi]
• TARLAN: a Simulation Game to Improve Social Problem-Solving Skills of ADHD ChildrenAtefeh Ahmadi Olounabadi, Antonija Mitrovic, Badroddin Najmi, Julia Rucklidge. 328-337 [doi]
• Blocking Vs. Interleaving: Examining Single-Session Effects Within Middle School Math HomeworkKorinn Ostrow, Neil T. Heffernan, Cristina Heffernan, Zoe Peterson. 338-347 [doi]
• Impact of Adaptive Educational System Behaviour on Student MotivationJan Papousek, Radek Pelánek. 348-357 [doi]
• Understanding Student Success in Chemistry Using Gaze Tracking and PupillometryJoshua Peterson, Zachary A. Pardos, Martina A. Rau, Anna Swigart, Colin Gerber, Jonathan McKinsey. 358-366 [doi]
• AttentiveLearner: Improving Mobile MOOC Learning via Implicit Heart Rate TrackingPhuong Pham, Jingtao Wang. 367-376 [doi]
• Distractor Quality Evaluation in Multiple Choice QuestionsVan-Minh Pho, Anne-Laure Ligozat, Brigitte Grau. 377-386 [doi]
• Interpreting Freeform Equation SolvingAnna N. Rafferty, Thomas L. Griffiths. 387-397 [doi]
• ITS Support for Conceptual and Perceptual Connection Making Between Multiple Graphical RepresentationsMartina A. Rau, Sally P. W. Wu. 398-407 [doi]
• Discovering Individual and Collaborative Problem-Solving Modes with Hidden Markov ModelsFernando J. Rodríguez, Kristy Elizabeth Boyer. 408-418 [doi]
• Improving Student Problem Solving in Narrative-Centered Learning Environments: a Modular Reinforcement Learning FrameworkJonathan P. Rowe, James C. Lester. 419-428 [doi]
• Filtering of Spontaneous and Low Intensity Emotions in Educational ContextsSergio Salmeron-Majadas, Miguel Arevalillo-Herráez, Olga C. Santos, Mar Saneiro, Raúl Cabestrero, Pilar Quirós, David Arnau, Jesus Boticario. 429-438 [doi]
• Contextual Recommendation of Educational ContentsNidhi Saraswat, Hiranmay Ghosh, Mohit Agrawal, Uma Narayanan. 439-448 [doi]
• Coherence Over Time: Understanding Day-to-Day Changes in Students' Open-Ended Problem Solving BehaviorsJames Segedy, John S. Kinnebrew, Gautam Biswas. 449-458 [doi]
• From Learning Companions to Testing Companions - Experience with a Teachable Agent Motivates Students' Performance on Summative TestsBjörn Sjödén, Agneta Gulz. 459-469 [doi]
• Negotiation-Driven LearningRaja M. Suleman, Riichiro Mizoguchi, Mitsuru Ikeda. 470-479 [doi]
• From Heterogeneous Multisource Traces to Perceptual-Gestural Sequences: the PeTra Treatment ApproachBen-Manson Toussaint, Vanda Luengo, Francis Jambon, Jérôme Tonetti. 480-491 [doi]
• Probability Based Scaffolding System with FadingMaomi Ueno, Yoshimitsu Miyasawa. 492-503 [doi]
• Understanding Students' Use of Code-Switching in a Learning by Teaching TechnologyEvelyn Yarzebinski, Amy Ogan, Ma. Mercedes T. Rodrigo, Noboru Matsuda. 504-513 [doi]
• Improving Learning Maps Using an Adaptive Testing System: PLACEmentsSeth Akonor Adjei, Neil T. Heffernan. 517-520 [doi]
• Domain Module Building From Textbooks: Integrating Automatic Exercise GenerationItziar Aldabe, Mikel Larrañaga, Montse Maritxalar, Ana Arruarte Lasa, Jon A. Elorriaga. 521-524 [doi]
• The Beginning of a Beautiful Friendship? Intelligent Tutoring Systems and MOOCsVincent Aleven, Jonathan Sewall, Octav Popescu, Franceska Xhakaj, Dhruv Chand, Ryan Shaun Joazeiro de Baker, Yuan Wang, George Siemens, Carolyn Penstein Rosé, Dragan Gasevic. 525-528 [doi]
• Predicting Misalignment Between Teachers' and Students' Essay Scores Using Natural Language Processing ToolsLaura K. Allen, Scott A. Crossley, Danielle S. McNamara. 529-532 [doi]
• Am I Wrong or Am I Right? Gains in Monitoring Accuracy in an Intelligent Tutoring System for WritingLaura K. Allen, Scott A. Crossley, Erica L. Snow, Matthew E. Jacovina, Cecile A. Perret, Danielle S. McNamara. 533-536 [doi]
• Predicting Students' Emotions Using Machine Learning TechniquesNabeela Altrabsheh, Mihaela Cocea, Sanaz Fallahkhair. 537-540 [doi]
• Using Artificial Neural Networks to Identify Learning StylesJason Bernard, Ting-Wen Chang, Elvira Popescu, Sabine Graf. 541-544 [doi]
• Measuring Argumentation Skills with Game-Based Assessments: Evidence for Incremental Validity and LearningMaria Bertling, G. Tanner Jackson, Andreas Oranje, V. Elizabeth Owen. 545-549 [doi]
• Student Performance Prediction Using Collaborative Filtering MethodsHana Bydzovska. 550-553 [doi]
• Steps Towards the Gamification of Collaborative Learning Scenarios Supported by OntologiesGeiser Chalco Challco, Riichiro Mizoguchi, Ig Ibert Bittencourt, Seiji Isotani. 554-557 [doi]
• Towards the Development of the Invention Coach: a Naturalistic Study of Teacher Guidance for an Exploratory Learning TaskCatherine Chase, Jenna Marks, Deena Bernett, Melissa Bradley, Vincent Aleven. 558-561 [doi]
• Adaptive Representation of Digital Resources Search Results in Personal Learning EnvironmentDaouda Sawadogo, Cyrille Suire, Ronan Champagnat, Pascal Estraillier. 562-565 [doi]
• Towards Investigating Performance Differences in Clinical Reasoning in a Technology Rich Learning EnvironmentTenzin Doleck, Amanda Jarrell, Eric Poitras, Susanne P. Lajoie. 566-569 [doi]
• Emotional, Epistemic, and Neutral Feedback in AutoTutor Trialogues to Improve Reading ComprehensionShi Feng, Janay Stewart, Danielle N. Clewley, Arthur C. Graesser. 570-573 [doi]
• Comparison of Expert Tutors Through Syntactic Analysis of TranscriptsReva Freedman, Douglas Krieghbaum. 574-577 [doi]
• Exploring Through Simulation an Instructional Planner for Dynamic Open-Ended Learning EnvironmentsStephanie Frost, Gordon I. McCalla. 578-581 [doi]
• Modeling Self-Efficacy Across Age Groups with Automatically Tracked Facial ExpressionJoseph F. Grafsgaard, Seung Y. Lee, Bradford W. Mott, Kristy Elizabeth Boyer, James C. Lester. 582-585 [doi]
• Adapting Feedback Types According to Students' Affective StatesBeate Grawemeyer, Manolis Mavrikis, Wayne Holmes, Sergio Gutiérrez Santos. 586-590 [doi]
• Can Young People with Autism Spectrum Disorder Benefit From an Open Learner Model?Beate Grawemeyer, Hilary Johnson, Mark Brosnan. 591-594 [doi]
• Affect Matters: Exploring the Impact of Feedback During Mathematical Tasks in an Exploratory EnvironmentBeate Grawemeyer, Manolis Mavrikis, Wayne Holmes, Alice Hansen, Katharina Loibl, Sergio Gutiérrez Santos. 595-599 [doi]
• How Do Learners Behave in Help-Seeking When Given a Choice?Sebastian Gross, Niels Pinkwart. 600-603 [doi]
• Modeling Children's Pedestrian Safety Skills in an Intelligent Virtual Reality Learning EnvironmentYecheng Gu, Sergey A. Sosnovsky, Carsten Ullrich. 604-607 [doi]
• Measuring Misconceptions Through Item Response TheoryEduardo Guzmán, Ricardo Conejo. 608-611 [doi]
• No Child Behind nor Singled out? - Adaptive Instruction Combined with Inclusive Pedagogy in Early Math SoftwareMagnus Haake, Layla Husain, Erik Anderberg, Agneta Gulz. 612-615 [doi]
• An Integrated Emotion-Aware Framework for Intelligent Tutoring SystemsJason M. Harley, Susanne P. Lajoie, Claude Frasson, Nathan C. Hall. 616-619 [doi]
• Purpose and Level of Feedback in an Exploratory Learning Environment for FractionsWayne Holmes, Manolis Mavrikis, Alice Hansen, Beate Grawemeyer. 620-623 [doi]
• Off the Beaten Path: The Impact of Adaptive Content Sequencing on Student Navigation in an Open Social Student Modeling InterfaceRoya Hosseini, I-Han Hsiao, Julio Guerra, Peter Brusilovsky. 624-628 [doi]
• Alleviating the Negative Effect of Up and Downvoting on Help Seeking in MOOC Discussion ForumsIris K. Howley, Gaurav Tomar, Diyi Yang, Oliver Ferschke, Carolyn Penstein Rosé. 629-632 [doi]
• Challenges of Using Observational Data to Determine the Importance of Example UsageYun Huang, José P. González-Brenes, Peter Brusilovsky. 633-637 [doi]
• Clique Algorithm to Minimize Item Exposure for Uniform Test Forms AssemblyTakatoshi Ishii, Maomi Ueno. 638-641 [doi]
• Game Features and Individual Differences: Interactive Effects on Motivation and PerformanceMatthew E. Jacovina, Erica L. Snow, G. Tanner Jackson, Danielle S. McNamara. 642-645 [doi]
• Gamification of Online LearningJincheul Jang, Jason J. Y. Park, Mun Y. Yi. 646-649 [doi]
• Examining the Relationship Between Performance Feedback and Emotions in Diagnostic Reasoning: Toward a Predictive Framework for Emotional SupportAmanda Jarrell, Jason M. Harley, Susanne P. Lajoie, Laura Naismith. 650-653 [doi]
• Learning, Moment-by-Moment and Over the Long TermYang Jiang, Ryan Shaun Joazeiro de Baker, Luc Paquette, Maria Ofelia Clarissa Z. San Pedro, Neil T. Heffernan. 654-657 [doi]
• When Is It Helpful to Restate Student Responses Within a Tutorial Dialogue System?Pamela W. Jordan, Patricia L. Albacete, Sandra Katz. 658-661 [doi]
• Quality of LOD Based Semantically Generated QuestionsCorentin Jouault, Kazuhisa Seta, Yuki Hayashi. 662-665 [doi]
• New Opportunities with Open Learner Models and Visual Learning AnalyticsJudy Kay, Susan Bull. 666-669 [doi]
• The Relationship Between Working Memory Capacity and Students' Behaviour in a Teachable Agent-Based SoftwareLisa Palmqvist, Camilla Kirkegaard, Annika Silvervarg, Magnus Haake, Agneta Gulz. 670-673 [doi]
• Lesson Discovery Support Based on Generalization of Historical EventsTomoko Kojiri, Yusuke Nogami, Kazuhisa Seta. 674-677 [doi]
• Predicting Student Performance from Multiple Data SourcesIrena Koprinska, Joshua Stretton, Kalina Yacef. 678-681 [doi]
• Automated Generation of Self-Explanation Questions in Worked Examples in a Model-Based TutorAmruth N. Kumar. 682-685 [doi]
• First Evaluation of the Physics Instantiation of a Problem-Solving-Based Online Learning PlatformRohit Kumar, Gregory K. W. K. Chung, Ayesha Madni, R. Bruce Roberts. 686-689 [doi]
• FARMA-ALG: An Application for Error Mediation in Computer Programming Skill AcquisitionAlexander Robert Kutzke, Alexandre I. Direne. 690-693 [doi]
• The Role of Peer Agent's Learning Competency in Trialogue-Based Reading Intelligent SystemsHaiying Li, Qinyu Cheng, Qiong Yu, Arthur C. Graesser. 694-697 [doi]
• Teaching a Complex Process: Insertion in Red Black TreesC. W. Liew, F. Xhakaj. 698-701 [doi]
• Learner-Adaptive Pedagogical Model in SIAL, an Open-Ended Intelligent Tutoring System for First Order LogicJosé Alberto Maestro Prieto, Arancha Simon-Hurtado. 702-705 [doi]
• Predictive Knowledge Modeling in Collaborative Inquiry Learning ScenariosSven Manske, Tobias Hecking, Heinz Ulrich Hoppe. 706-709 [doi]
• Worked Examples are More Efficient for Learning than High-Assistance Instructional SoftwareBruce M. McLaren, Tamara van Gog, Craig Ganoe, David J. Yaron, Michael Karabinos. 710-713 [doi]
• Domain Model for Adaptive Blended Courses on Basic ProgrammingMikel Larrañaga, Ainhoa Alvarez. 714-717 [doi]
• Learning Bayesian Networks for Student ModelingEva Millán, Guiomar Jiménez, María-Victoria Belmonte, José-Luis Pérez-de-la-Cruz. 718-721 [doi]
• Tutorial Dialogue Modes in a Large Corpus of Online Tutoring TranscriptsDonald M. Morrison, Benjamin Nye, Vasile Rus, Sarah Snyder, Jennifer Boller, Kenneth Miller. 722-725 [doi]
• Data-Driven Worked Examples Improve Retention and Completion in a Logic TutorBehrooz Mostafavi, Guojing Zhou, Collin Lynch, Min Chi, Tiffany Barnes. 726-729 [doi]
• Improving Engagement in an E-Learning EnvironmentKevin Mulqueeny, Leigh A. Mingle, Victor Kostyuk, Ryan S. Baker, Jaclyn Ocumpaugh. 730-733 [doi]
• Using Eye Tracking to Identify Learner Differences in Example ProcessingAmir Shareghi Najar, Antonija Mitrovic, Kourosh Neshatian. 734-737 [doi]
• The Design Rationale of Logic-Muse, an ITS for Logical Reasoning in Multiple ContextsRoger Nkambou, Clauvice Kenfack, Serge Robert, Janie Brisson. 738-742 [doi]
• Evaluating the Effectiveness of Integrating Natural Language Tutoring into an Existing Adaptive Learning SystemBenjamin D. Nye, Alistair Windsor, Philip I. Pavlik, Andrew Olney, Mustafa H. Hajeer, Arthur C. Graesser, Xiangen Hu. 743-747 [doi]
• Adapting Collaboration Dialogue in Response to Intelligent Tutoring System FeedbackJennifer K. Olsen, Vincent Aleven, Nikol Rummel. 748-751 [doi]
• The Role of Student Choice Within Adaptive TutoringKorinn S. Ostrow, Neil T. Heffernan. 752-755 [doi]
• Identifying Affective Trajectories in Relation to Learning Gains During the Interaction with a Tutoring SystemGustavo Padrón-Rivera, Genaro Rebolledo-Mendez. 756-759 [doi]
• A Predictive Model of Learning Gains for a Video and Exercise Intensive Learning EnvironmentJosé A. Ruipérez Valiente, Pedro J. Muñoz Merino, Carlos Delgado Kloos. 760-763 [doi]
• Integrating Learning Progressions in Unsupervised After-School Online Intelligent TutoringVasile Rus, Arthur C. Graesser, Nobal B. Niraula, Rajendra Banjade. 764-767 [doi]
• When More Intelligent Tutoring in the Form of Buggy Messages Does not HelpDouglas Selent, Neil T. Heffernan. 768-771 [doi]
• Supporting Students' Interactions over Case StudiesMayya Sharipova, Gordon I. McCalla. 772-775 [doi]
• A Framework for Automated Generation of Questions Based on First-Order LogicRahul Singhal, Martin Henz, Shubham Goyal. 776-780 [doi]
• Fine-Grained Analyses of Interpersonal Processes and Their Effect on LearningTanmay Sinha, Justine Cassell. 781-785 [doi]
• Promoting Metacognitive Awareness within a Game-Based Intelligent Tutoring SystemErica L. Snow, Danielle S. McNamara, Matthew E. Jacovina, Laura K. Allen, Amy M. Johnson, Cecile A. Perret, Jianmin Dai, G. Tanner Jackson, Aaron D. Likens, Devin G. Russell, Jennifer L. Weston. 786-789 [doi]
• Student Performance Estimation Based on Topic Models Considering a Range of LessonsShaymaa E. Sorour, Kazumasa Goda, Tsunenori Mine. 790-793 [doi]
• Towards a Model of How Learners Process FeedbackMichael J. Timms, Sacha DeVelle, Ursula Schwantner, Dulce Lay. 794-799 [doi]
• Item Response Model with Lower Order Parameters for Peer AssessmentMasaki Uto, Maomi Ueno. 800-803 [doi]
• Selection Task and Computer-Based Feedback to Improve the Searching Process in Task-Oriented Reading SituationsMaría-Ángeles Serrano, Eduardo Vidal-Abarca, Ignacio Máñez, Carmen Candel. 804-807 [doi]
• Personalized Expert Skeleton Scaffolding in Concept Map ConstructionShang Wang, Erin Walker, Rishabh Chaudhry, Ruth Wylie. 808-811 [doi]
• Using Eye Gaze Data to Explore Student Interactions with Tutorial Dialogues in a Substep-Based TutorAmali Weerasinghe, Myse Elmadani, Antonija Mitrovic. 812-815 [doi]
• UML-IT: An ITS to Teach Multiple Modelling TasksAmali Weerasinghe, Bernard Evans. 816-819 [doi]
• Virtual Teams in Massive Open Online CoursesMiaomiao Wen, Diyi Yang, Carolyn Penstein Rosé. 820-824 [doi]
• Promoting Self-regulated Learning in an Intelligent Tutoring System for WritingLaura K. Allen, Danielle S. McNamara. 827-830 [doi]
• Exploring Missing Behaviors with Region-Level Interaction Network CoverageMichael Eagle, Tiffany Barnes. 831-835 [doi]
• Educational Technologies to Support Linguistically Diverse Students, and the Challenges of Classroom IntegrationSamantha L. Finkelstein. 836-839 [doi]
• Developing Self-regulated Learners Through an Intelligent Tutoring SystemKim M. Kelly, Neil T. Heffernan. 840-843 [doi]
• Building Compiler-Student FriendshipZhongxiu Liu, Tiffany Barnes. 844-847 [doi]
• Toward Combining Individual and Collaborative Learning Within an Intelligent Tutoring SystemJennifer K. Olsen, Vincent Aleven, Nikol Rummel. 848-851 [doi]
• Motivating Learning in the Age of the Adaptive TutorKorinn Ostrow. 852-855 [doi]
• Creating Data-Driven Feedback for Novices in Goal-Driven Programming ProjectsThomas W. Price, Tiffany Barnes. 856-859 [doi]
• Towards Multimodal Affective Detection in Educational Systems Through Mining Emotional Data SourcesSergio Salmeron-Majadas, Olga C. Santos, Jesus Boticario. 860-863 [doi]
• Promoting Metacognition Within a Game-Based EnvironmentErica L. Snow, Matthew E. Jacovina, Danielle S. McNamara. 864-867 [doi]
• Negotiation-Driven Learning: A New Perspective of Learning Using NegotiationRaja M. Suleman, Riichiro Mizoguchi, Mitsuru Ikeda. 868-872 [doi]
• Supporting K-5 Learners with Dialogue SystemsJennifer Tsan, Kristy Elizabeth Boyer. 873-876 [doi]
• Sharing Student Models That Use Machine LearningBenjamín Valdés, Carlos Ramirez, Jorge Ramirez. 877-880 [doi]