Table of Contents

• Adaptive Hypermedia: From Intelligent Tutoring Systems to Web-Based EducationPeter Brusilovsky. 1-7 [doi]
• Infrastructure for Future Network LearningTak-Wai Chan. 8 [doi]
• Can We Learn from ITSs?Benedict du Boulay. 9-17 [doi]
• Uncertainty, Utility, and UnderstandingEric Horvitz. 18 [doi]
• Stereotypes, Student Models and ScrutabilityJudy Kay. 19-30 [doi]
• Life and Learning in the Electronic Village: The Importance of Localization for the Design of Environments to Support LearningGordon I. McCalla. 31-32 [doi]
• Tutoring Diagnostic Problem SolvingRajaram Ganeshan, W. Lewis Johnson, Erin Shaw, Beverly P. Wood. 33-42 [doi]
• LAHYSTOTRAIN - Integration of Virtual Environments and ITS to Surgery TrainingJosé Luis Los Arcos, Wolfgang Müller, Oscar Fuente, Leire Orúe, Eder Arroyo, Igor Leaznibarrutia, Judit Santander. 43-52 [doi]
• Active Learner ModellingGordon I. McCalla, Julita Vassileva, Jim E. Greer, Susan Bull. 53-62 [doi]
• Training Teams with Collaborative AgentsMichael S. Miller, Jianwen Yin, Richard A. Volz, Thomas R. Ioerger, John Yen. 63-72 [doi]
• Evaluating an Animated Pedagogical AgentAntonija Mitrovic, Pramuditha Suraweera. 73-82 [doi]
• Multi-agent Negotiation to Support an Economy for Online Help and TutoringChhaya Mudgal, Julita Vassileva. 83-92 [doi]
• The Collaborative System with Situated Agents for Activating Observation LearningToshio Okamoto, Toshinobu Kasai. 93-102 [doi]
• Should I Teach My Computer Peer? Some Issues in Teaching a Learning CompanionJorge Adolfo Ramirez Uresti. 103-112 [doi]
• WHITE RABBIT - Matchmaking of User Profiles Based on Discussion Analysis Using Intelligent AgentsMarc-André Thibodeau, Simon Bélanger, Claude Frasson. 113-122 [doi]
• Applying Patterns to ITS ArchitecturesVladan Devedzic. 123-132 [doi]
• Andes: A Coached Problem Solving Environment for PhysicsAbigail S. Gertner, Kurt VanLehn. 133-142 [doi]
• A Collection of Pedagogical Agents for Intelligent Educational SystemsRuddy Lelouche. 143-152 [doi]
• DT Tutor: A Decision-Theoretic, Dynamic Approach for Optimal Selection of Tutorial ActionsR. Charles Murray, Kurt VanLehn. 153-162 [doi]
• Experimenting Features from Distinct Software Components on a Single PlatformMarilyne Rosselle, Monique Grandbastien. 163-172 [doi]
• Using Student Task and Learning Goals to Drive the Construction of an Authoring Tool for Educational SimulationsBrendon Towle. 173-181 [doi]
• Using an ITS Authoring Tool to Explore Educators Use of Instructional StrategiesShaaron Ainsworth, Jean Underwood, Shirley Grimshaw. 182-191 [doi]
• Is What You Write What You Get?: An Operational Model of Training ScenarioYusuke Hayashi, Mitsuru Ikeda, Kazuhisa Seta, Osamu Kakusho, Riichiro Mizoguchi. 192-201 [doi]
• Designing for Collaborative Discovery LearningWouter R. van Joolingen. 202-211 [doi]
• An Analysis of Multiple Tutoring ProtocolsByung-In Cho, Joel A. Michael, Allen A. Rovick, Martha W. Evens. 212-221 [doi]
• Understandable Learner Models for a Sensorimotor Control TaskRafael Morales, Helen Pain, Tom Conlon. 222-231 [doi]
• Using Meta-cognitive Conflicts to Support Group Problem SolvingPatricia Azevedo Tedesco, John A. Self. 232-241 [doi]
• LeCS: A Collaborative Case Study SystemMarta C. Rosatelli, John A. Self, Marcello Thiry. 242-251 [doi]
• Today s Talking Typewriter - Supporting Early Literacy in a Classroom EnvironmentFrank Tewissen, Andreas Lingnau, Heinz Ulrich Hoppe. 252-261 [doi]
• An Adaptive, Collaborative Environment to Develop Good Habits in ProgrammingAurora Vizcaíno, Juan Contreras, Jesús Favela, Manuel Prieto. 262-271 [doi]
• A Reflective CSCL Environment with Foundations Based on the Activity TheoryGrégory Bourguin, Alain Derycke. 272-281 [doi]
• How Can We Form Effective Collaborative Learning Groups?Akiko Inaba, Thepchai Supnithi, Mitsuru Ikeda, Riichiro Mizoguchi, Jun ichi Toyoda. 282-291 [doi]
• Limitations of Student Control: Do Students Know When They Need Help?Vincent Aleven, Kenneth R. Koedinger. 292-303 [doi]
• Further Results from the Evaluation of an Intelligent Computer Tutor to Coach Self-ExplanationCristina Conati, Kurt VanLehn. 304-313 [doi]
• Analyzing and Generating Mathematical Models: An Algebra II Cognitive Tutor Design StudyAlbert T. Corbett, Megan McLaughlin, K. Christine Scarpinatto, William S. Hadley. 314-323 [doi]
• A Coached Collaborative Learning Environment for Entity-Relationship ModelingMaría de los Angeles Constantino-González, Daniel D. Suthers. 324-333 [doi]
• Model of an Adaptive Support Interface for Distance LearningAude Dufresne. 334-343 [doi]
• Agent s Contribution for an Asynchronous Virtual ClassroomKenji Matsuura, Hiroaki Ogata, Yoneo Yano. 344-353 [doi]
• Theoretical and Practical Considerations for Web-Based Intelligent Language Tutoring SystemsTrude Heift, Devlan Nicholson. 354-362 [doi]
• Adaptive Multimedia Interface for Users with Intellectual and Cognitive HandicapsLorenzo Moreno, C. S. González, R. M. Aguilar, J. I. Estévez, J. Sánchez, C. Barroso. 363-372 [doi]
• Evaluating the Need for Intelligence in an Adaptive Hypermedia SystemTom Murray, Janette Piemonte, Samia Khan, Tina Shen, Chris Condit. 373-382 [doi]
• Tailoring Feedback by Correcting Student AnswersBrent Martin, Antonija Mitrovic. 383-392 [doi]
• Design Principles for a System to Teach Problem Solving by ModellingGérard Tisseau, Hélène Giroire, Françoise Le Calvez, Marie Urtasun, Jacques Duma. 393-402 [doi]
• Evolution of the Hypotheses Testing Approach in Intelligent Problem Solving EnvironmentsJanine Willms, Claus Möbus. 403-412 [doi]
• The Impact of Representation on Coaching Argument AnalysisVioletta Cavalli-Sforza. 413-422 [doi]
• Bringing Scrutability to Adaptive Hypertext TeachingMarek Czarkowski, Judy Kay. 423-433 [doi]
• ITS Tools for Natural Language Dialogue: A Domain-Independent Parser and PlannerReva Freedman, Carolyn Penstein Rosé, Michael A. Ringenberg, Kurt VanLehn. 433-442 [doi]
• Cooperative Agents to Track Learner s Cognitive GapGuy Gouardères, Anton Minko, Luc Richard. 443-453 [doi]
• Agent-Mediated Language-Learning Environment Based on Communicative GapsHiroaki Ogata, Yuqin Liu, Youji Ochi, Yoneo Yano. 454-463 [doi]
• TEATRIX: Virtual Environment for Story CreationRui Prada, Isabel Machado, Ana Paiva. 464-473 [doi]
• Fading and Deepening: The Next Steps for Andes and other Model-Tracing TutorsKurt VanLehn, Reva Freedman, Pamela W. Jordan, R. Charles Murray, Remus Osan, Michael A. Ringenberg, Carolyn Penstein Rosé, Kay G. Schulze, Robert Shelby, Donald Treacy, Anders Weinstein, Mary Wintersgill. 474-483 [doi]
• An Intelligent Learning Environment for Novice Users of a GUIMaria Virvou, Katerina Kabassi. 484-493 [doi]
• A System for Concerned Teaching of Musical Aural SkillsGeraint A. Wiggins, Shari Trewin. 494-503 [doi]
• Broader Bandwidth in Student Modeling: What if ITS were Eye TS?Kevin A. Gluck, John R. Anderson, Scott Douglass. 504-513 [doi]
• Accretion Representation for Scrutable Student ModelingJudy Kay. 514-523 [doi]
• Using a Probabilistic Student Model to Control Problem DifficultyMichael Mayo, Antonija Mitrovic. 524-533 [doi]
• Adaptive Bayesian Networks for Multilevel Student ModellingEva Millán, José-Luis Pérez-de-la-Cruz, Eva Suárez. 534-543 [doi]
• Inspecting and Visualizing Distributed Bayesian Student ModelsJuan-Diego Zapata-Rivera, Jim E. Greer. 544-553 [doi]
• The Explanation AgentAmal Zouaq, Claude Frasson, Khalid Rouane. 554-563 [doi]
• The Conceptual Helper: An Intelligent Tutoring System for Teaching Fundamental Physics ConceptsPatricia L. Albacete, Kurt VanLehn. 564-573 [doi]
• Macroadapting Animalwatch to Gender and Cognitive Differnces with Respect to Hint Interactivity and SymbolismIvon Arroyo, Joseph Beck, Beverly Park Woolf, Carole R. Beal, Klaus Schultz. 574-583 [doi]
• High-Level Student Modeling with Machine LearningJoseph Beck, Beverly Park Woolf. 584-593 [doi]
• Individualized Recommendations for Learning Strategy UseSusan Bull. 594-603 [doi]
• An Empirical Approach to On-Line Learning in SIETTERicardo Conejo, Eva Millán, José-Luis Pérez-de-la-Cruz, Mónica Trella. 604-614 [doi]
• Cooperative Problem-Seeking Dialogues in LearningJohn Cook. 615-624 [doi]
• Course Sequencing for Static Courses? Applying ITS Techniques in Large-Scale Web-Based EducationPeter Brusilovsky. 625-634 [doi]
• Modelling the Instructor in a Web-Based Authoring Tool for Algebra-Related ITSsMaria Virvou, Maria Moundridou. 635-644 [doi]
• Improving Story Choice in a Reading Tutor that ListensGregory Aist, Jack Mostow. 645 [doi]
• Using Computer Algebra for Rapid Development of ITS Components in EngineeringBurkhard Alpers. 646 [doi]
• Supporting Discovery Learning in Building Neral Network ModelsSafia Belkada, Toshio Okamoto, Alexandra I. Cristea. 647 [doi]
• A Cognitive Model for Automatic Narrative Summarization in a Self-Educational SystemLaurence Capus, Nicole Tourigny. 648 [doi]
• Didactic Situations as Multifaceted Theoretical ObjectsMichel Chambreuil, Panita Bussapapach, John Fynn. 649 [doi]
• The Use of Contraint Logic Programming in the Development of Adaptive TestsSophiana Chua Abdullah, Roger E. Cooley. 650 [doi]
• An Ontological Approach for Design and Evaluation of Tutoring SystemsStéphane Crozat, Philippe Trigano. 651 [doi]
• Training Scenarios Generation Tools for an ITS to Control Center OperatorsLuiz Faria, Zita A. Vale, Carlos Ramos, António Silva, Albino Marques. 652 [doi]
• Multiple Paradigms for a Generic Diagnostic ProposalBegoña Ferrero, Isabel Fernández-Castro, Maite Urretavizcaya. 653 [doi]
• A Description Formalism for Complex QuestionnairesFabrice Issac, Olivier Hû. 654 [doi]
• Assisting Planning in Computer-Mediated Explorative Problem-SolvingKohji Itoh, Makoto Itami, Masaru Fujihira, Takaaki Kawamura, Kiyoto Kawakami. 655 [doi]
• Annotating Exploration History and Knowledge Mapping for Learning with Web-Based ResourcesAkihiro Kashihara, Shinobu Hasegawa, Jun ichi Toyoda. 656 [doi]
• Collaborative Learning Environment which Enforces Students to Induce IdeasTomoko Kojiri, Toyohide Watanabe. 657 [doi]
• Adaptive Support for Brain Deficits in Special EducationJaakko Kurhila, Leena Paasu, Erkki Sutinen. 658 [doi]
• Student Modelling and Interface Design in SIALAlejandra Martínez-Monés, María Aránzazu Simón Hurtado, José Alberto Maestro Prieto, Mario López, Carlos Alonso González. 659 [doi]
• A Reification of a Strategy for Geometry Theorem ProvingNoboru Matsuda, Kurt VanLehn. 660 [doi]
• VLab: An Environment for Teaching Behavioral ModelingElpida Tzafestas, Platon A. Prokopiou. 661 [doi]
• W1 - Modeling Human Teaching Tactics and StrategiesBenedict du Boulay. 662 [doi]
• W2 - Adaptive and Intelligent Web-Based Education SystemsChristoph Peylo. 663 [doi]
• W3 - Applying Machine Learning to ITS Design/ConstructionJoseph Beck. 664 [doi]
• W4 - Collaborative Discovery Learning in the Context of SimulationsWouter R. van Joolingen. 665 [doi]
• W5 - Case-Based Reasoning in Intelligent Training SystemsEsma Aïmeur. 666 [doi]
• W6 - Learning Algebra with the Computer, a Transdisciplinary WorkshopJean-François Nicaud. 667 [doi]
• W 7 - Advanced Instructional Design for Complex Safety Critical & Emergency TrainingMike Dobson, Mike Spector. 668 [doi]