Abstract is missing.
- Behind the Scenes of DuolingoLuis von Ahn, Matthew J. Streeter. 3 [doi]
- Personal Knowledge/Learning GraphGeorge Siemens, Ryan S. Baker, Dragan Gasevic. 5 [doi]
- Educational Neuroscience as a Tool to Understand Learning and Learning Disabilities in MathematicsPekka Räsänen. 7 [doi]
- The Future of Practical Applications of EDM at ScaleRyan S. Baker, John Carney, Piotr Mitros, Bror Saxberg, John C. Stamper. 11 [doi]
- Ethics and Privacy in EDMDragan Gasevic, Taylor Martin, Zachary A. Pardos, Mykola Pechenizkiy, John C. Stamper, Osmar R. Zaïane. 13 [doi]
- Grand Challenges for EDM and Related Research AreasRyan S. Baker, Peter Brusilovsky, Dragan Gasevic, Neil T. Heffernan, Mykola Pechenizkiy, Alyssa Friend Wise. 15 [doi]
- Metrics for Evaluation of Student ModelsRadek Pelánek. 19 [doi]
- Multi-Armed Bandits for Intelligent Tutoring SystemsBenjamin Clement, Didier Roy, Pierre-Yves Oudeyer, Manuel Lopes. 21 [doi]
- Developing Computational Methods to Measure and Track Learners' Spatial Reasoning in an Open-Ended SimulationAditi Mallavarapu, Leilah Lyons, Tia Shelley, Brian Slattery, Moira Zellner, Emily Minor. 23 [doi]
- Move your lamp post: Recent data reflects learner knowledge better than older dataApril Galyardt, Ilya M. Goldin. 25 [doi]
- A Partition Tree Approach to Combine Techniques to Refine Item to Skills Q-MatricesMichel Desmarais, Peng Xu, Behzad Beheshti. 29-36 [doi]
- On the Performance Characteristics of Latent-Factor and Knowledge Tracing ModelsSeverin Klingler, Tanja Käser, Barbara Solenthaler, Markus H. Gross. 37-44 [doi]
- Mixture Modeling of Individual Learning CurvesMatthew J. Streeter. 45-52 [doi]
- Accounting for Slipping and Other False Negatives in Logistic Models of Student LearningChristopher J. MacLellan, Ran Liu, Kenneth R. Koedinger. 53-60 [doi]
- Learning Environments and Inquiry Behaviors in Science Inquiry Learning: How Their Interplay Affects the Development of Conceptual Understanding in PhysicsEngin Bumbacher, Shima Salehi, Miriam Wierzchula, Paulo Blikstein. 61-68 [doi]
- Toward a Real-time (Day) Dreamcatcher: Detecting Mind Wandering Episodes During Online ReadingCaitlin Mills, Sidney K. D'Mello. 69-76 [doi]
- A Comparison of Face-based and Interaction-based Affect Detectors in Physics PlaygroundShiming Kai, Luc Paquette, Ryan S. Baker, Nigel Bosch, Sidney K. D'Mello, Jaclyn Ocumpaugh, Valerie Shute, Matthew Ventura. 77-84 [doi]
- Exploring Dynamical Assessments of Affect, Behavior, and Cognition and Math State Test AchievementMaria Ofelia San Pedro, Erica L. Snow, Ryan S. Baker, Danielle S. McNamara, Neil T. Heffernan. 85-92 [doi]
- Sensor-Free or Sensor-Full: A Comparison of Data Modalities in Multi-Channel Affect DetectionLuc Paquette, Jonathan P. Rowe, Ryan S. Baker, Bradford W. Mott, James C. Lester, Jeanine DeFalco, Keith W. Brawner, Robert A. Sottilare, Vasiliki Georgoulas. 93-100 [doi]
- Machine Beats Experts: Automatic Discovery of Skill Models for Data-Driven Online Courseware RefinementNoboru Matsuda, Tadanobu Furukawa, Norman Bier, Christos Faloutsos. 101-108 [doi]
- Student Models for Prior Knowledge EstimationJuraj Niznan, Radek Pelánek, Jirí Rihák. 109-116 [doi]
- Discovering Prerequisite Structure of Skills through Probabilistic Association Rules MiningYang Chen, Pierre-Henri Wuillemin, Jean-Marc Labat. 117-124 [doi]
- Choosing to Interact: Exploring the Relationship Between Learner Personality, Attitudes, and Tutorial Dialogue ParticipationAysu Ezen-Can, Kristy Elizabeth Boyer. 125-128 [doi]
- Considering the Influence of Prerequisite Performance on Wheel SpinningHao Wan, Joseph Beck. 129-135 [doi]
- Comparing Novice and Experienced Students in Virtual Performance AssessmentsYang Jiang, Luc Paquette, Ryan S. Baker, Jody Clarke-Midura. 136-143 [doi]
- The Impact of Incorporating Student Confidence Items into an Intelligent Tutor: A Randomized Controlled TrialCharles Lang, Neil T. Heffernan, Korinn Ostrow, Yutao Wang. 144-149 [doi]
- Analyzing Early At-Risk Factors in Higher Education e-Learning CoursesRyan S. Baker, David Lindrum, Mary Jane Lindrum, David Perkowski. 150-155 [doi]
- Do Country Stereotypes Exist in Educational Data? A Clustering Approach for Large, Sparse, and Weighted DataMirka Saarela, Tommi Kärkkäinen. 156-153 [doi]
- Student Privacy and Educational Data Mining: Perspectives from IndustryJennifer Sabourin, Lucy Kosturko, Clare Fitzgerald, Scott W. McQuiggan. 164-170 [doi]
- Beyond Prediction: Towards Automatic Intervention in MOOC Student Stop-outJacob Whitehill, Joseph Jay Williams, Glenn Lopez, Cody A. Coleman, Justin Reich. 171-178 [doi]
- From Predictive Models to Instructional PoliciesJoseph Rollinson, Emma Brunskill. 179-186 [doi]
- Your Model Is Predictive - but Is It Useful? Theoretical and Empirical Considerations of a New Paradigm for Adaptive Tutoring EvaluationJosé P. González-Brenes, Yun Huang. 187-194 [doi]
- Automated Session-Quality Assessment for Human Tutoring Based on Expert Ratings of Tutoring SuccessBenjamin Nye, Donald M. Morrison, Borhan Samei. 195-202 [doi]
- A Framework for Multifaceted Evaluation of Student ModelsYun Huang, José P. González-Brenes, Rohit Kumar 0001, Peter Brusilovsky. 203-210 [doi]
- Predicting Student Performance In a Collaborative Learning EnvironmentJennifer K. Olsen, Vincent Aleven, Nikol Rummel. 211-217 [doi]
- Learning Instructor Intervention from MOOC Forums: Early Results and IssuesMuthu Kumar Chandrasekaran, Min-Yen Kan, Bernard C. Y. Tan, Kiruthika Ragupathi. 218-225 [doi]
- Investigating How Student's Cognitive Behavior in MOOC Discussion Forum Affect Learning GainsXu Wang, Diyi Yang, Miaomiao Wen, Kenneth R. Koedinger, Carolyn Penstein Rosé. 226-233 [doi]
- Methodological Challenges in the Analysis of MOOC Data for Exploring the Relationship between Discussion Forum Views and Learning OutcomesYoav Bergner, Deirdre Kerr, David E. Pritchard. 234-241 [doi]
- Influence Analysis by Heterogeneous Network in MOOC Forums: What can We Discover?Zhuoxuan Jiang, Yan Zhang, Chi Liu, Xiaoming Li. 242-249 [doi]
- Modeling Learners' Social Centrality and Performance through Language and DiscourseNia Dowell, Oleksandra Skrypnyk, Srecko Joksimovic, Arthur C. Graesser, Shane Dawson, Dragan Gasevic, Pieter de Vries, Thieme Hennis, Vitomir Kovanovic. 250-257 [doi]
- You are your words: Modeling Students' Vocabulary Knowledge with Natural Language Processing TechniquesLaura K. Allen, Danielle S. McNamara. 258-265 [doi]
- Automatic Identification of Nutritious Contexts for Learning Vocabulary WordsJack Mostow, Donna Gates, Ross Ellison, Rahul Goutam. 266-273 [doi]
- Mining a Written Values Affirmation Intervention to Identify the Unique Linguistic Features of Stigmatized GroupsTravis Riddle, Sowmya Bhagavatula, Weiwei Guo, Smaranda Muresan, Geoff Cohen, Jonathan Cook, Valerie Purdie-Vaughns. 274-281 [doi]
- Classifying Q&A from Teachers' Speech: Moving Toward an Automated System of Dialogic AnalysisNathaniel Blanchard, Sidney K. D'Mello, Andrew Olney, Martin Nystrand. 282-288 [doi]
- Topic Transition in Educational Videos Using Visually Salient WordsAnkit Gandhi, Arijit Biswas, Om Deshmukh. 289-296 [doi]
- YouEDU: Addressing Confusion in MOOC Discussion Forums by Recommending Instructional Video ClipsAkshay Agrawal, Jagadish Venkatraman, Shane Leonard, Andreas Paepcke. 297-304 [doi]
- Seeing the Instructor in Two Video Styles: Preferences and PatternsSuma Bhat, Phakpoom Chinprutthiwong, Michelle Perry. 305-312 [doi]
- Using Partial Credit and Response History to Model User KnowledgeEric Van Inwegen, Seth Adjei, Yan Wang, Neil T. Heffernan. 313-319 [doi]
- Translating Head Motion into Attention - Towards Processing of Student's Body-LanguageMirko Raca, Lukasz Kidzinski, Pierre Dillenbourg. 320-326 [doi]
- Using Visual Analytics Tool for Improving Data ComprehensionJan Géryk. 327-334 [doi]
- Data-Driven Proficiency ProfilingBehrooz Mostafavi, Zhongxiu Liu, Tiffany Barnes. 335-341 [doi]
- Interaction Network Estimation: Predicting Problem-Solving Diversity in Interactive EnvironmentsMichael Eagle, Andrew Hicks, Tiffany Barnes. 342-349 [doi]
- Why Do the Rich Get Richer? A Structural Equation Model to Test How Spatial Skills Affect Learning with RepresentationsMartina A. Rau. 350-357 [doi]
- Spectral Bayesian Knowledge TracingMohammad Hassan Falakmasir, Michael Yudelson, Steven Ritter, Kenneth R. Koedinger. 360-363 [doi]
- Direct Estimation of the Minimum RSS Value for Training Bayesian Knowledge Tracing ParametersFrancesc Martori, Jordi Cuadros, Lucinio González-Sabaté. 364-367 [doi]
- Goodness of Fit of Skills Assessment Approaches: Insights from Patterns of Real vs. Synthetic Data SetsBehzad Beheshti, Michel Desmarais. 368-371 [doi]
- A Transfer Learning Approach for Applying Matrix Factorization to Small ITS DatasetsLydia Voß, Carlotta Schatten, Claudia Mazziotti, Lars Schmidt-Thieme. 372-375 [doi]
- Towards Understanding How to Leverage Sense-making, Induction/Refinement and Fluency to Improve Robust LearningShayan Doroudi, Kenneth Holstein, Vincent Aleven, Emma Brunskill. 376-379 [doi]
- Learning Behavior Characterization with Multi-Feature, Hierarchical Activity SequencesCheng Ye, John S. Kinnebrew, James René Segedy, Gautam Biswas. 380-383 [doi]
- Discrimination-Aware Classifiers for Student Performance PredictionLing Luo, Irena Koprinska, Wei Liu 0007. 384-387 [doi]
- Language to Completion: Success in an Educational Data Mining Massive Open Online ClassScott A. Crossley, Danielle S. McNamara, Ryan S. Baker, Yuan Wang, Luc Paquette, Tiffany Barnes, Yoav Bergner. 388-391 [doi]
- A Comparative Study of Regression and Classification Algorithms for Modelling Students' Academic PerformancePedro Strecht, Luis Cruz, Carlos Soares, João Mendes-Moreira, Rui Abreu. 392-395 [doi]
- Predicting Student Grade based on Free-style Comments using Word2Vec and ANN by Considering Prediction Results Obtained in Consecutive LessonsJingyi Luo, Shaymaa E. Sorour, Tsunenori Mine, Kazumasa Goda. 396-399 [doi]
- Learning the Creative Potential of Students by Mining a Word Association TaskCristian Olivares-Rodríguez, Mariluz Guenaga. 400-403 [doi]
- Optimizing Partial Credit Algorithms to Predict Student PerformanceKorinn Ostrow, Christopher Donnelly, Neil T. Heffernan. 404-407 [doi]
- Identifying Styles and Paths toward Success in MOOCsKshitij Sharma, Patrick Jermann, Pierre Dillenbourg. 408-411 [doi]
- Analyzing Student Inquiry Data Using Process Discovery and Sequence ClassificationBruno Emond, Scott Buffett. 412-415 [doi]
- Desirable Difficulty and Other Predictors of Effective Item OrderingsSteven Tang, Hannah Gogel, Elizabeth McBride, Zachary A. Pardos. 416-419 [doi]
- Variations in Learning Rate: Student Clustering Based on Systematic Residual Error Patterns Across Practice OpportunitiesRan Liu, Kenneth R. Koedinger. 420-423 [doi]
- Evaluating Educational Videos using Bayesian Knowledge Tracing and Big DataZachary MacHardy, Zachary A. Pardos. 424-427 [doi]
- Measuring Problem Solving Skills in Plants vs. Zombies 2Valerie Shute, Gregory R. Moore, Lubin Wang. 428-431 [doi]
- Strategic Game Moves Mediate Implicit Science LearningElizabeth Rowe, Ryan S. Baker, Jodi Asbell-Clarke. 432-435 [doi]
- Predicting Learning-Related Emotions from Students' Textual Classroom FeedbackNabeela Altrabsheh, Mihaela Cocea, Sanaz Fallahkhair. 436-439 [doi]
- Video-Based Affect Detection in Noninteractive Learning EnvironmentsYuxuan Chen, Nigel Bosch, Sidney K. D'Mello. 440-443 [doi]
- Modeling Classroom Discourse: Do Models of Predicting Dialogic Instruction Properties Generalize across Populations?Borhan Samei, Andrew Olney, Sean Kelly, Martin Nystrand, Sidney K. D'Mello, Nathaniel Blanchard, Arthur C. Graesser. 444-447 [doi]
- Breaking Off Engagement: Readers' Cognitive Decoupling as a Function of Reader and Text CharacteristicsPatricia Goedecke, Daqi Dong, Genghu Shi, Shi Feng, Evan F. Risko, Andrew Olney, Sidney K. D'Mello, Arthur C. Graesser. 448-451 [doi]
- Semantic Similarity Graphs of Mathematics Word Problems: Can Terminology Detection Help?Rogers Jeffrey Leo John, Rebecca J. Passonneau, Thomas S. McTavish. 452-455 [doi]
- An Analysis of Peer-submitted and Peer-reviewed Answer Rationales in a Web-based Peer Instruction Based Learning EnvironmentSameer Bhatnagar, Michel Desmarais, Chris Whittaker, Nathaniel Lasry, Michael Dugdale, Kevin Lenton, Elizabeth S. Charles. 456-459 [doi]
- Learning Analytics Platform. Towards an Open Scalable Streaming Solution for EducationNicholas Lewkow, Neil Zimmerman, Mark Riedesel, Alfred Essa. 460-463 [doi]
- Improving Student Performance Using Nudge AnalyticsJacqueline L. Feild. 464-467 [doi]
- Educational Reports That Scale Across Users and DataRob Rolleston, Richard Howe, Mary Ann Sprague. 468-471 [doi]
- Mining Login Data For Actionable Student InsightLalitha Agnihotri, Ani Aghababyan, Shirin Mojarad, Mark Riedesel, Alfred Essa. 472-475 [doi]
- Building Models to Predict Hint-or-Attempt Actions of StudentsFrancisco Enrique Vicente Castro, Seth Adjei, Tyler Colombo, Neil T. Heffernan. 476-479 [doi]
- Modeling Students' Memory for Application in Adaptive Educational SystemsRadek Pelánek. 480-483 [doi]
- Psychological Effects of In-Group Activity Feedback in an Online Explanation Task: Lexical Network AnalysisYugo Hayashi. 484-487 [doi]
- Personalized Education; Solving a Group Formation and Scheduling Problem for Educational ContentSanaz Bahargam, Dóra Erdös, Azer Bestavros, Evimaria Terzi. 488-491 [doi]
- An Approach of Collaboration Analytics in MOOCs Using Social Network Analysis and Influence DiagramAntonio R. Anaya, Jesús González-Boticario, Emilio Letón, Félix Hernández-del-Olmo. 492-495 [doi]
- On Convergence of Cognitive and Non-cognitive Behavior in Collaborative ActivityDiego Luna Bazaldua, Saad Khan, Alina Von Davier, Jiangang Hao, Lei Liu, Zuowei Wang. 496-499 [doi]
- The Impact of Small Learning Group Composition on Drop-Out Rate and Learning Performance in a MOOCZhilin Zheng, Tim Vogelsang, Niels Pinkwart. 500-503 [doi]
- Exploring Causal Mechanisms in a Randomized Effectiveness Trial of the Cognitive Tutor Algebra I ProgramAdam Sales, John Pane. 504-507 [doi]
- Confounding Carelessness? Exploring Causal Relationships Between Carelessness, Affect, Behavior, and Learning in Cognitive Tutor Algebra Using Graphical Causal ModelsStephen Fancsali. 508-511 [doi]
- Students at Risk: Detection and RemediationIrena Koprinska, Joshua Stretton, Kalina Yacef. 512-515 [doi]
- Intelligent Tutor Recommender System for On-Line Educational EnvironmentsMarian Cristian Mihaescu, Paul-Stefan Popescu, Costel Marian Ionascu. 516-519 [doi]
- Discovering the Pedagogical Resources that Assist Students to Answer Questions Correctly - A Machine Learning ApproachGiora Alexandron, Qian Zhou, David E. Pritchard. 520-523 [doi]
- Using Topic Segmentation Models for the Automatic Organisation of MOOCs resourcesGhada AlHarbi, Thomas Hain. 524-527 [doi]
- How High School, College, and Online Students Differentially Engage with an Interactive Digital TextbookJeremy Warner, John Doorenbos, Bradley Miller, Philip J. Guo. 528-531 [doi]
- Modeling Exercise Relationships in E-Learning: A Unified ApproachHaw-Shiuan Chang, Hwai-jung Hsu, Kuan-Ta Chen. 532-535 [doi]
- Using Knowledge Components for Collaborative Filtering in Adaptive Tutoring SystemsPeter Halkier Nicolajsen, Barbara Plank. 536-539 [doi]
- Exploring the Influence of ICT in online Education Through Data Mining ToolsJavier Bravo, Sonia J. Romero, José María Luna, Sonia Pamplona. 540-543 [doi]
- Understanding Revision Planning in Peer-Reviewed WritingAlok Baikadi, Christian Schunn, Kevin D. Ashley. 544-547 [doi]
- Convergent Validity of a Student Model: Recent-Performance Factors AnalysisIlya M. Goldin, April Galyardt. 548-551 [doi]
- Automatic Grading of Short Answers for MOOC via Semi-supervised Document ClusteringShumin Jing. 554-555 [doi]
- Discovering Students' Navigation Paths in MoodleAlejandro Bogarín, Cristóbal Romero, Rebeca Cerezo. 556-557 [doi]
- Teacher-Student Classroom Interactions: A Computational ApproachArnon Hershkovitz, Agathe Merceron, Amran Shamaly. 558-559 [doi]
- Modeling Student Learning: Binary or Continuous Skill?Radek Pelánek. 560-561 [doi]
- An Analysis of Response Times in Adaptive Practice of Geography FactsJan Papousek, Radek Pelánek, Jirí Rihák, Vít Stanislav. 562-563 [doi]
- Achievement versus Experience: Predicting Students' Choices during GameplayErica L. Snow, Maria Ofelia San Pedro, Matthew E. Jacovina, Danielle S. McNamara, Ryan S. Baker. 564-565 [doi]
- How to Aggregate Multimodal Features for Perceived Task Difficulty Recognition in Intelligent Tutoring SystemsRuth Janning, Carlotta Schatten, Lars Schmidt-Thieme. 566-567 [doi]
- Teacher and Learner Behaviour in an Online EFL WorkbookKrzysztof Jedrzejewski, Mikolaj Bogucki, Mikolaj Olszewski, Jan Zwolinski, Kacper Lodzikowski. 568-569 [doi]
- Skill Assessment Using Behavior Data in Virtual WorldAiliya Borjigin, Chunyan Miao, Zhiqi Shen, Zhiwei Zeng. 570-571 [doi]
- Pacing through MOOCs: Course Design or Teaching Effect?Lorenzo Vigentini, Andrew Claypahn. 572-573 [doi]
- Integrating a Web-based ITS with DM tools for Providing Learning Path Optimization and Visual AnalyticsIgor Jugo, Bozidar Kovacic, Vanja Slavuj. 574-575 [doi]
- Different Patterns of Students' Interaction with Mooodle and Their Relationship with AchievementRebeca Cerezo, Miguel Sánchez-Santillán, José C. Nuñez, M. Puerto Paule-Ruíz. 576-577 [doi]
- Educational Data Mining in an Open-Ended Remote Laboratory on Electric Circuits. Goals and Preliminary ResultsJordi Cuadros, Lucinio González-Sabaté, Susana Romero, Mari Luz Guenaga, Javier García Zubía, Pablo Orduña. 578-579 [doi]
- Discovering Process in Curriculum Data to Provide RecommendationRen Wang, Osmar R. Zaïane. 580-581 [doi]
- Improving Long-Term Retention Level in an Environment of Personalized Expanding IntervalsXiaolu Xiong, Joseph Barbosa Beck. 582-583 [doi]
- Exploring Problem-Solving Behavior in an Optics GameMichael Eagle, Rebecca Brown, Elizabeth Rowe, Tiffany Barnes, Jodi Asbell-Clarke, Teon Edwards. 584-585 [doi]
- Simulating Multi-Subject Momentary Time SamplingLuc Paquette, Jaclyn Ocumpaugh, Ryan S. Baker. 586-587 [doi]
- Analyzing Students' Interaction Based on Their Response to Determine Their Learning OutcomesFazel Keshtkar, Jordan Cowart, Ben Kingen, Andrew Crutcher. 588-589 [doi]
- Exploring the Impact of Spacing in Mathematics Learning through Data MiningRichard Tibbles. 590-591 [doi]
- Toward Data-Driven Analyses of Electronic Text BooksAhcène Boubekki, Ulf Kröhne, Frank Goldhammer, Waltraud Schreiber, Ulf Brefeld. 592-593 [doi]
- How to Visualize Success: Presenting Complex Data in a Writing Strategy TutorMatthew E. Jacovina, Erica L. Snow, Laura K. Allen, Rod D. Roscoe, Jennifer L. Weston, Jianmin Dai, Danielle S. McNamara. 594-595 [doi]
- Adjusting the weights of assessment elements in the evaluation of Final Year ProjectsMikel Villamañe, Mikel Larrañaga, Ainhoa Alvarez, Begoña Ferrero. 596-597 [doi]
- Predicting Students' Outcome by Interaction MonitoringSamara Ruiz, Maite Urretavizcaya, Isabel Fernández-Castro. 598-599 [doi]
- Hierarchical Dialogue Act Classification in Online Tutoring SessionsBorhan Samei, Vasile Rus, Benjamin Nye, Donald M. Morrison. 600-601 [doi]
- Towards Freshmen Performance PredictionHana Bydzovská. 602-603 [doi]
- Generalising IRT to Discriminate Between ExamineesAhcène Boubekki, Ulf Brefeld, Thomas Delacroix. 604-605 [doi]
- Detection of Learners with a Performance Inconsistent with Their EffortDiego García-Saiz, Marta E. Zorrilla. 606-607 [doi]
- A Probabilistic Model for Knowledge Component NamingCyril Goutte, Serge Léger, Guillaume Durand. 608-609 [doi]
- An Improved Data-Driven Hint Selection Algorithm for Probability TutorsThomas W. Price, Collin Lynch, Tiffany Barnes, Min Chi. 610-611 [doi]
- Good Communities and Bad Communities: Does Membership Affect Performance?Rebecca Brown, Collin Lynch, Michael Eagle, Jennifer Albert, Tiffany Barnes, Ryan S. Baker, Yoav Bergner, Danielle S. McNamara. 612-613 [doi]
- A Model for Student Action Prediction in 3D Virtual Environments for Procedural TrainingDiego Riofrío-Luzcando, Jaime Ramírez. 614-615 [doi]
- The Impact of Instructional Intervention and Practice on Help-Seeking Strategies within an ITSCaitlin Tenison, Christopher J. MacLellan. 616-617 [doi]
- Predicting Performance on Dichotomous Questions: Comparing Models for Large-Scale Adaptive TestingJill-Jênn Vie, Fabrice Popineau, Jean-Bastien grill, Eric Bruillard, Yolaine Bourda. 618-619 [doi]
- The Effect of the Distribution of Predictions of User ModelsEric Van Inwegen, Yan Wang, Seth Adjei, Neil T. Heffernan. 620-621 [doi]
- Predicting Student Aptitude Using Performance HistoryAnthony F. Botelho, Seth Akonor Adjei, Hao Wan, Neil T. Heffernan. 622-623 [doi]
- Discovering Concept Maps from Textual SourcesR. P. Jagadeesh Chandra Bose, Om Deshmukh, Ravindra Bhavanam. 624-625 [doi]
- Integrating Process and Product Data: The Case of an Automated Writing Evaluation SystemChaitanya Ramineni, Tiago Caliço, Chen Li. 626-627 [doi]
- Application of Sentiment and Topic Analysis to Teacher Evaluation Policy in the U.SAntonio Moretti, Kathy McKnight, Ansaf Salleb-Aouissi. 628-629 [doi]
- Defining Mastery: Knowledge Tracing Versus N- Consecutive Correct ResponsesKim M. Kelly, Yan Wang, Tamisha Thompson, Neil T. Heffernan. 630-631 [doi]
- A Toolbox for Adaptive Sequence Dissimilarity Measures for Intelligent Tutoring SystemsBenjamin Paaßen, Bassam Mokbel, Barbara Hammer. 632 [doi]
- Carnegie Learning's Cognitive TutorSteven Ritter, Stephen Fancsali. 633-634 [doi]
- SAP: Student Attrition PredictorDevendra Singh Chaplot, Eunhee Rhim, Jihie Kim. 635-636 [doi]
- Dynamic User Modeling within a Game-Based ITSErica L. Snow. 639-641 [doi]
- Use of Time Information in Models behind Adaptive Practice System for Building Fluency in MathematicsJirí Rihák. 642-644 [doi]
- Integrating Learning Styles into Adaptive e-Learning SystemHuong May Truong. 645-647 [doi]
- Modeling Speed-Accuracy Tradeoff in Adaptive System for Practicing EstimationJuraj Niznan. 648-650 [doi]
- Reimagining Khan Analytics for Student CoachesJim Cunningham. 651-652 [doi]
- Data Analysis Tools and Methods for Improving the Interaction Design in e-LearningPaul-Stefan Popescu. 653-655 [doi]
- Assessing the Roles of Student Engagement and Academic Emotions within Middle School Computer-Based Learning in College-Going PathwaysMaria Ofelia San Pedro. 656-658 [doi]
- Who Do You Think I Am? Modeling Individual Differences for More Adaptive and Effective InstructionLaura K. Allen. 659-661 [doi]
- Developing Self-Regulated Learners Through an Intelligent Tutoring SystemKim M. Kelly. 662-664 [doi]
- Data-driven Hint Generation from Peer Debugging SolutionsZhongxiu Liu. 665-667 [doi]
- Enhancing Student Motivation and Learning Within Adaptive TutorsKorinn Ostrow. 668-670 [doi]
- Estimating the Local Size and Coverage of Interaction Network RegionsMichael Eagle. 671-673 [doi]