Table of Contents

• Automated Expert Modeling for Automated Student EvaluationRobert G. Abbott. 1-10 [doi]
• Multicriteria Automatic Essay Assessor Generation by Using TOPSIS Model and Genetic AlgorithmShu-ling Cheng, Hae-Ching Chang. 11-20 [doi]
• Better Student Assessing by Finding Difficulty Factors in a Fully Automated Comprehension MeasureBrooke Soden Hensler, Joseph Beck. 21-30 [doi]
• Predicting State Test Scores Better with Intelligent Tutoring Systems: Developing Metrics to Measure Assistance RequiredMingyu Feng, Neil T. Heffernan, Kenneth R. Koedinger. 31-40 [doi]
• Authoring Constraint-Based Tutors in ASPIREAntonija Mitrovic, Pramuditha Suraweera, Brent Martin, Konstantin Zakharov, Nancy Milik, Jay Holland. 41-50 [doi]
• A Teaching Strategies Engine Using Translation from SWRL to JessEric Wang, Yong Se Kim. 51-60 [doi]
• The Cognitive Tutor Authoring Tools (CTAT): Preliminary Evaluation of Efficiency GainsVincent Aleven, Bruce M. McLaren, Jonathan Sewall, Kenneth R. Koedinger. 61-70 [doi]
• A Bayesian Network Approach for Modeling the Influence of Contextual Variables on Scientific Problem SolvingRonald H. Stevens, Vandana Thadani. 71-84 [doi]
• A Decision-Theoretic Approach to Scientific Inquiry Exploratory Learning EnvironmentChoo-Yee Ting, Mohammad Reza Beik Zadeh, Yen-Kuan Chong. 85-94 [doi]
• Conceptual Change Modeling Using Dynamic Bayesian NetworkChoo-Yee Ting, Yen-Kuan Chong. 95-103 [doi]
• A Bayes Net Toolkit for Student Modeling in Intelligent Tutoring SystemsKai-min Chang, Joseph E. Beck, Jack Mostow, Albert T. Corbett. 104-113 [doi]
• A Comparison of Decision-Theoretic, Fixed-Policy and Random Tutorial Action SelectionR. Charles Murray, Kurt VanLehn. 114-123 [doi]
• Evaluation of a System That Generates Word Problems Through Interactions with a UserKazuaki Kojima, Kazuhisa Miwa. 124-133 [doi]
• Time in the Adaptive Tutoring Process ModelAlke Martens. 134-143 [doi]
• Coaching Within a Domain Independent Inquiry EnvironmentToby Dragon, Beverly Park Woolf, David Marshall, Tom Murray. 144-153 [doi]
• How Consciousness Allows a Cognitive Tutoring Agent Make Good Diagnosis During Astronauts TrainingDaniel Dubois, Roger Nkambou, Patrick Hohmeyer. 154-163 [doi]
• Learning Factors Analysis - A General Method for Cognitive Model Evaluation and ImprovementHao Cen, Kenneth R. Koedinger, Brian Junker. 164-175 [doi]
• A Constraint-Based Collaborative Environment for Learning UML Class DiagramsNilufar Baghaei, Antonija Mitrovic. 176-186 [doi]
• A Collaborative Learning Design Environment to Integrate Practice and Learning Based on Collaborative Space Ontology and PatternsMasataka Takeuchi, Yusuke Hayashi, Mitsuru Ikeda, Riichiro Mizoguchi. 187-196 [doi]
• The Big Five and Visualisations of Team Work ActivityJudy Kay, Nicolas Maisonneuve, Kalina Yacef, Peter Reimann. 197-206 [doi]
• Cognitive Tutors as Research Platforms: Extending an Established Tutoring System for Collaborative and Metacognitive ExperimentationErin Walker, Kenneth R. Koedinger, Bruce M. McLaren, Nikol Rummel. 207-216 [doi]
• Forming Heterogeneous Groups for Intelligent Collaborative Learning Systems with Ant Colony OptimizationSabine Graf, Rahel Bekele. 217-226 [doi]
• Toward Legal Argument Instruction with Graph Grammars and Collaborative Filtering TechniquesNiels Pinkwart, Vincent Aleven, Kevin D. Ashley, Collin Lynch. 227-236 [doi]
• SPRITS: Secure Pedagogical Resources in Intelligent Tutoring SystemsEsma Aïmeur, Flavien Serge Mani Onana, Anita Saleman. 237-247 [doi]
• The Pyramid Collaborative Filtering Method: Toward an Efficient E-CourseSofiane A. Kiared, Mohammed Abdel Razek, Claude Frasson. 248-257 [doi]
• From Black-Box Learning Objects to Glass-Box Learning ObjectsPhilippe Fournier-Viger, Mehdi Najjar, André Mayers, Roger Nkambou. 258-267 [doi]
• Adaptation in Educational Hypermedia Based on the Classification of the User ProfileGisele Trentin da Silva, Marta Costa Rosatelli. 268-277 [doi]
• Combining ITS and eLearning Technologies: Opportunities and ChallengesChristopher A. Brooks, Jim E. Greer, Erica Melis, Carsten Ullrich. 278-287 [doi]
• From Learner Information Packages to Student Models: Which Continuum?Lahcen Oubahssi, Monique Grandbastien. 288-297 [doi]
• Towards a Pattern Language for Intelligent Teaching and Training SystemsAndreas Harrer, Alke Martens. 298-307 [doi]
• Semantic Web Technologies Applied to Interoperability on an Educational PortalElder Rizzon Santos, Elisa Boff, Rosa Maria Vicari. 308-317 [doi]
• Studying the Effects of Personalized Language and Worked Examples in the Context of a Web-Based Intelligent TutorBruce M. McLaren, Sung-Joo Lim, France Gagnon, David Yaron, Kenneth R. Koedinger. 318-328 [doi]
• A Plan Recognition Process, Based on a Task Model, for Detecting Learner s Erroneous ActionsNaïma El-Kechaï, Christophe Després. 329-338 [doi]
• Handling Errors in Mathematical FormulasHelmut Horacek, Magdalena Wolska. 339-348 [doi]
• Supporting Tutorial Feedback to Student Help Requests and Errors in Symbolic DifferentiationClaus Zinn. 349-359 [doi]
• The Help Tutor: Does Metacognitive Feedback Improve Students Help-Seeking Actions, Skills and Learning?Ido Roll, Vincent Aleven, Bruce M. McLaren, Eunjeong Ryu, Ryan Shaun Joazeiro de Baker, Kenneth R. Koedinger. 360-369 [doi]
• The Role of Feedback in Preparation for Future Learning: A Case Study in Learning by Teaching EnvironmentsJason Tan, Gautam Biswas. 370-381 [doi]
• Detection and Analysis of Off-Task Gaming Behavior in Intelligent Tutoring SystemsJason A. Walonoski, Neil T. Heffernan. 382-391 [doi]
• Adapting to When Students Game an Intelligent Tutoring SystemRyan Shaun Joazeiro de Baker, Albert T. Corbett, Kenneth R. Koedinger, Shelley Evenson, Ido Roll, Angela Z. Wagner, Meghan Naim, Jay Raspat, Daniel J. Baker, Joseph E. Beck. 392-401 [doi]
• Generalizing Detection of Gaming the System Across a Tutoring CurriculumRyan Shaun Joazeiro de Baker, Albert T. Corbett, Kenneth R. Koedinger, Ido Roll. 402-411 [doi]
• Using Multiple Intelligence Informed Resources in an Adaptive SystemDeclan Kelly, Brendan Tangney. 412-421 [doi]
• 20000 Inspections of a Domain-Independent Open Learner Model with Individual and Comparison ViewsSusan Bull, Andrew Mabbott. 422-432 [doi]
• Automatic Calculation of Students Conceptions in Elementary Algebra from Aplusix Log FilesJean-François Nicaud, Hamid Chaachoua, Marilena Bittar. 433-442 [doi]
• The Potential for Chatbots in Negotiated Learner Modelling: A Wizard-of-Oz StudyAlice Kerly, Susan Bull. 443-452 [doi]
• Improving Intelligent Tutoring Systems: Using Expectation Maximization to Learn Student Skill LevelsKimberly Ferguson, Ivon Arroyo, Sridhar Mahadevan, Beverly Park Woolf, Andrew G. Barto. 453-462 [doi]
• Automatic Recognition of Learner Groups in Exploratory Learning EnvironmentsSaleema Amershi, Cristina Conati. 463-472 [doi]
• Estimating Student Proficiency Using an Item Response Theory ModelJeffrey Johns, Sridhar Mahadevan, Beverly Park Woolf. 473-480 [doi]
• Student Preferences for Editing, Persuading, and Negotiating the Open Learner ModelAndrew Mabbott, Susan Bull. 481-490 [doi]
• Student Modeling with Atomic Bayesian NetworksFang Wei, Glenn D. Blank. 491-502 [doi]
• A Ubiquitous Agent for Unrestricted Vocabulary Learning in Noisy Digital EnvironmentsDavid Wible, Chin-Hwa Kuo, Meng Chang Chen, Nai-Lung Tsao, Chong-Fu Hong. 503-512 [doi]
• Learning Styles Diagnosis Based on User Interface Behaviors for the Customization of Learning Interfaces in an Intelligent Tutoring SystemHyun Jin Cha, Yong Se Kim, Seon Hee Park, Tae Bok Yoon, Young Mo Jung, Jee-Hyong Lee. 513-524 [doi]
• Comparison of Machine Learning Methods for Intelligent Tutoring SystemsWilhelmiina Hämäläinen, Mikko Vinni. 525-534 [doi]
• Raising Confidence Levels Using Motivational Contingency Design TechniquesDeclan Kelly, Stephan Weibelzahl. 535-544 [doi]
• Motivating the Learner: An Empirical EvaluationGenaro Rebolledo-Mendez, Benedict du Boulay, Rosemary Luckin. 545-554 [doi]
• Approximate Modelling of the Multi-dimensional LearnerRafael Morales, Nicolas van Labeke, Paul Brna. 555-564 [doi]
• Diagnosing Self-efficacy in Intelligent Tutoring Systems: An Empirical StudyScott W. McQuiggan, James C. Lester. 565-574 [doi]
• Using Instant Messaging to Provide an Intelligent Learning EnvironmentChun-Hung Lu, Guey-Fa Chiou, Min-Yuh Day, Chorng-Shyong Ong, Wen-Lian Hsu. 575-583 [doi]
• ArikIturri: An Automatic Question Generator Based on Corpora and NLP TechniquesItziar Aldabe, Maddalen Lopez de Lacalle, Montse Maritxalar, Edurne Martinez, Larraitz Uria. 584-594 [doi]
• Observing Lemmatization Effect in LSA Coherence and Comprehension Grading of Learner SummariesIraide Zipitria, Ana Arruarte Lasa, Jon A. Elorriaga. 595-603 [doi]
• Adaptable Scaffolding - A Fuzzy ApproachSelvarajah Mohanarajah, Ray H. Kemp, Elizabeth A. Kemp. 604-614 [doi]
• P.A.C.T. - Scaffolding Best Practice in Home TutoringOrla Lahart, Declan Kelly, Brendan Tangney. 615-624 [doi]
• Scaffolding Problem Solving with Annotated, Worked-Out Examples to Promote Deep LearningMichael A. Ringenberg, Kurt VanLehn. 625-634 [doi]
• Scaffolding vs. Hints in the Assistment SystemLeena M. Razzaq, Neil T. Heffernan. 635-644 [doi]
• An Approach to Intelligent Training on a Robotic Simulator Using an Innovative Path-PlannerRoger Nkambou, Khaled Belghith, Froduald Kabanza. 645-654 [doi]
• Robust Simulator: A Method of Simulating Learners Erroneous Equations for Making Error-Based SimulationTomoya Horiguchi, Tsukasa Hirashima. 655-665 [doi]
• Evaluating the Effectiveness of Tutorial Dialogue Instruction in an Exploratory Learning ContextRohit Kumar, Carolyn Penstein Rosé, Vincent Aleven, Ana Iglesias, Allen Robinson. 666-674 [doi]
• Narrative-Centered Tutorial Planning for Inquiry-Based Learning EnvironmentsBradford W. Mott, James C. Lester. 675-684 [doi]
• Using Simulated Students for the Assessment of Authentic Document RetrievalJonathan Brown, Maxine Eskenazi. 685-688 [doi]
• Designing a Tutoring Agent for Facilitating Collaborative Learning with Instant MessagingSheng-Cheng Hsu, Min-Yuh Day, Shih-Hung Wu, Wing-Kwong Wong, Wen-Lian Hsu. 689-691 [doi]
• An Approach of Learning by Demonstrating and Tutoring a Virtual CharacterShan-Chun Chi, Chih-Yueh Chou. 692-694 [doi]
• e-Learning System to Provide Optimum Questions Based on Item Response TheoryTakahiro Murase, Yukuo Isomoto. 695-697 [doi]
• BEEweb: A Multi-domain Platform for Reciprocal Peer-Driven Tutoring SystemsAri Bader-Natal, Jordan B. Pollack. 698-700 [doi]
• A Multimedia Tool for English Learning Using Text Retrieval Techniques on DVD SubtitlesJia-Hong Lee, Jia-Shin Cheng, Mei-Yi Wu. 701-703 [doi]
• A Profiling System and Mobile Middleware Framework for U-LearningSeong Baeg Kim, Kyoung Mi Yang, Cheol Min Kim. 704-706 [doi]
• Responding to Free-Form Student Questions in ERM-TutorNancy Milik, Melinda Marshall, Antonija Mitrovic. 707-709 [doi]
• Behaviors Analysis with a Game-Like Learning System for Pre-school ChildrenRen-Jr Wang, Ching-Hsieh Lee, Chung-Jen Chiu. 710-712 [doi]
• Studying Human Tutors to Facilitate Self-explanationAmali Weerasinghe, Antonija Mitrovic. 713-715 [doi]
• An Ontology-Based Solution for Knowledge Management and eLearning IntegrationAmal Zouaq, Claude Frasson, Roger Nkambou. 716-718 [doi]
• Computer-Mediated Collaborative Visual Learning System to Generate Evidence-Based Nursing Care PlansWoojin Paik, Eunmi Ham. 719-721 [doi]
• Prevention of Off-Task Gaming Behavior in Intelligent Tutoring SystemsJason A. Walonoski, Neil T. Heffernan. 722-724 [doi]
• Learning Linear Equation Solving Algorithm and Its Steps in Intelligent Learning EnvironmentMarina Issakova. 725-727 [doi]
• The Design of a Tutoring System with Learner-Initiating Instruction Strategy for Digital Logic ProblemsSheng-Cheng Hsu. 728-731 [doi]
• Reflective Tutoring for Immersive SimulationH. Chad Lane, Mark G. Core, Dave Gomboc, Steve Solomon, Michael van Lent, Milton Rosenberg. 732-734 [doi]
• Knowledge Engineering for Intelligent Tutoring Systems: Assessing Semi-automatic Skill Encoding MethodsKevin Kardian, Neil T. Heffernan. 735-737 [doi]
• Towards Teaching Metacognition: Supporting Spontaneous Self-AssessmentIdo Roll, Eunjeong Ryu, Jonathan Sewall, Brett Leber, Bruce M. McLaren, Vincent Aleven, Kenneth R. Koedinger. 738-740 [doi]
• Automated Vocabulary Instruction in a Reading TutorCecily Heiner, Joseph E. Beck, Jack Mostow. 741-743 [doi]
• Visualizing Errors and Its EvaluationHidenobu Kunichika, Tsukasa Hirashima, Akira Takeuchi. 744-746 [doi]
• Applying an Assessment Agent to Evaluate the Learning EffectivenessK. Robert Lai, Chung Hsien Lan. 747-749 [doi]
• ::::TELAT::::: An Educational Authoring ToolSeong Baeg Kim, Hye Sun Kim, Cheol Min Kim. 750-752 [doi]
• A Modular Architecture for Intelligent Web Resource Based Tutoring SystemsSergio Gutiérrez Santos, Abelardo Pardo, Carlos Delgado Kloos. 753-755 [doi]
• The Design of an Intelligent Software Architecture Based on a Generic eLearning EnvironmentAna M. Gonzalez de Miguel. 756-759 [doi]
• The Remote Control Approach - An Architecture for Tutoring in Pre-existing Collaborative ApplicationsAndreas Harrer, Nils Malzahn, Benedikt Roth. 760-762 [doi]
• Scrutable Learner Modelling and Learner Reflection in Student Self-assessmentJudy Kay, Lichao Li. 763-765 [doi]
• Using Learning Objects Features to Promote Reusability of Pedagogical AgentsEduardo Rodrigues Gomes, Ricardo Azambuja Silveira, Rosa Maria Vicari. 766-768 [doi]
• Error Diagnosis in Problem Solving Environment Using Action-Object-Input SchemeDmitri Lepp. 769-771 [doi]
• Learning How Students Learn with Bayes NetsChao-Lin Liu. 772-774 [doi]
• AlgoLC: A Learning Companion System for Teaching and Learning AlgorithmsPatrícia Gerent Petry, Marta C. Rosatelli. 775-777 [doi]
• An Intelligent Tutoring System Based on a Multi-modal Environment for the 300-Certification Program of English ConversationYoungseok Lee, Jungwon Cho, Byung-Uk Choi. 778-780 [doi]
• Adaptive Peer Review Based on Student ProfilesRaquel M. Crespo García, Abelardo Pardo, Carlos Delgado Kloos. 781-783 [doi]
• Correction Marks and Comments on Web PagesBo Hu. 784-786 [doi]
• VIBRANT: A Brainstorming Agent for Computer Supported Creative Problem SolvingHao-Chuan Wang, Tsai-Yen Li, Carolyn Penstein Rosé, Chun-Chieh Huang, Chun-Yen Chang. 787-789 [doi]
• Iterative and Participative Building of the Learning Unit According to the IMS-Consortium SpecificationsJamal-Eddine Elkhamlichi, Françoise Guegot, Jean-Pierre Pécuchet. 790-793 [doi]
• Ontology Mapping for Learning Objects Repositories InteroperabilityAmel Bouzeghoub, Abdeltif Elbyed. 794-797 [doi]
• Using Agents to Create Learning Opportunities in a Collaborative Learning EnvironmentYongwu Miao, Heinz Ulrich Hoppe, Niels Pinkwart, Oliver Schilbach, Sabine Zill, Tobias Schloesser. 798-800 [doi]
• Context-Aware Annotation Patterns for TeachersFaiçal Azouaou, Cyrille Desmoulins. 801-803 [doi]
• On the Definition and Management of Cultural Groups of e-LearnersRyad Razaki, Emmanuel G. Blanchard, Claude Frasson. 804-807 [doi]
• Applying the Agent Metaphor to Learning Content Management Systems and Learning Object RepositoriesChristopher A. Brooks, Scott Bateman, Gordon I. McCalla, Jim E. Greer. 808-810 [doi]
• Building an Affective Learning CompanionRosalind W. Picard. 811-811 [doi]
• Integrating Learning Processes Across Boundaries of Media, Time and Group ScaleHeinz Ulrich Hoppe. 812-812 [doi]
• Improving Adaptivity in Learning Through Cognitive ModelingKinshuk. 813-813 [doi]
• Embodiment, Embeddedness, and Experience: Foundations of Game Play for Identity ConstructionYam San Chee. 814-814 [doi]
• Learner Support: Convergence of Technology and Divergence of ThinkingJim E. Greer. 815-816 [doi]
• Affect in One-to-One TutoringHelen Pain, Kaska Porayska-Pomsta. 817-817 [doi]