Table of Contents

• Understanding Procedural Knowledge for Solving Arithmetic Task by ExternalizationKazuhisa Miwa, Hitoshi Terai, Kazuya Shibayama. 3-12 [doi]
• Do Erroneous Examples Improve Learning in Addition to Problem Solving and Worked Examples?Xingliang Chen, Antonija Mitrovic, Moffat Mathews. 13-22 [doi]
• Automatic Question Generation: From NLU to NLGKaren Mazidi, Paul Tarau. 23-33 [doi]
• Using Eye-Tracking to Determine the Impact of Prior Knowledge on Self-Regulated Learning with an Adaptive Hypermedia-Learning EnvironmentMichelle Taub, Roger Azevedo. 34-47 [doi]
• Informing Authoring Best Practices Through an Analysis of Pedagogical Content and Student BehaviorMatthew Roy, Rohit Kumar. 48-58 [doi]
• Timing Game-Based Practice in a Reading Comprehension Strategy TutorMatthew E. Jacovina, G. Tanner Jackson, Erica L. Snow, Danielle S. McNamara. 59-68 [doi]
• Evaluation of the Formal Models for the Socratic MethodNguyen-Thinh Le, Nico Huse. 69-78 [doi]
• Stealth Assessment in ITS - A Study for Developmental DyscalculiaSeverin Klingler, Tanja Käser, Alberto Giovanni Busetto, Barbara Solenthaler, Juliane Kohn, Michael von Aster, Markus H. Gross. 79-89 [doi]
• Mastery-Oriented Shared Student/System Control Over Problem Selection in a Linear Equation TutorYanjin Long, Vincent Aleven. 90-100 [doi]
• Providing the Option to Skip Feedback in a Worked Example TutorAmruth N. Kumar. 101-110 [doi]
• Tell Me How to Teach, I'll Learn How to Solve ProblemsNoboru Matsuda, Nikolaos Barbalios, Zhengzheng Zhao, Anya Ramamurthy, Gabriel J. Stylianides, Kenneth R. Koedinger. 111-121 [doi]
• Scale-Driven Automatic Hint Generation for Coding StyleRohan Roy Choudhury, Hezheng Yin, Armando Fox. 122-132 [doi]
• Estimating Individual Differences for Student Modeling in Intelligent Tutors from Reading and Pretest DataMichael Eagle, Albert T. Corbett, John C. Stamper, Bruce M. McLaren, Angela Z. Wagner, Benjamin A. MacLaren, Aaron P. Mitchell. 133-143 [doi]
• Building Pedagogical Models by Formal Concept AnalysisGiuseppe Fenza, Francesco Orciuoli. 144-153 [doi]
• Predicting Learning from Student Affective Response to Tutor QuestionsAlexandria Katarina Vail, Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. 154-164 [doi]
• Integrating Real-Time Drawing and Writing Diagnostic Models: An Evidence-Centered Design Framework for Multimodal Science AssessmentAndy Smith, Osman Aksit, Wookhee Min, Eric N. Wiebe, Bradford W. Mott, James C. Lester. 165-175 [doi]
• The Bright and Dark Sides of GamificationFernando R. H. Andrade, Riichiro Mizoguchi, Seiji Isotani. 176-186 [doi]
• Behavior Changes Across Time and Between Populations in Open-Ended Learning EnvironmentsBrian C. Gauch, Gautam Biswas. 187-196 [doi]
• Are Pedagogical Agents' External Regulation Effective in Fostering Learning with Intelligent Tutoring Systems?Roger Azevedo, Seth A. Martin, Michelle Taub, Nicholas V. Mudrick, Garrett C. Millar, Joseph F. Grafsgaard. 197-207 [doi]
• Intervention-BKT: Incorporating Instructional Interventions into Bayesian Knowledge TracingChen Lin, Min Chi. 208-218 [doi]
• "i-Read": A Collaborative Learning Environment to Support Students with Low Reading AbilitiesNizar Omheni, Ahmed Hadj Kacem. 221-226 [doi]
• Integrating Support for Collaboration in a Computer Science Intelligent Tutoring SystemRachel Harsley, Barbara Di Eugenio, Nick E. Green, Davide Fossati, Sabita Acharya. 227-233 [doi]
• Wheel-Spinning in a Game-Based Learning Environment for PhysicsThelma D. Palaoag, Ma. Mercedes T. Rodrigo, Juan Miguel L. Andres, Juliana Ma. Alexandra L. Andres, Joseph E. Beck. 234-239 [doi]
• Using Multi-level Modeling with Eye-Tracking Data to Predict Metacognitive Monitoring and Self-regulated Learning with Crystal IslandMichelle Taub, Nicholas V. Mudrick, Roger Azevedo, Garrett C. Millar, Jonathan P. Rowe, James C. Lester. 240-246 [doi]
• The Mobile Fact and Concept Training System (MoFaCTS)Philip I. Pavlik Jr., Craig Kelly, Jaclyn K. Maass. 247-253 [doi]
• Coordinating Knowledge Integration with Pedagogical Agents - Effects of Agent Gaze Gestures and Dyad SynchronizationYugo Hayashi. 254-259 [doi]
• An Investigation of Conversational Agent Interventions Supporting Historical Reasoning in Primary EducationStergios Tegos, Stavros N. Demetriadis, Thrasyvoulos Tsiatsos. 260-266 [doi]
• Impact of Question Difficulty on Engagement and LearningJan Papousek, Vít Stanislav, Radek Pelánek. 267-272 [doi]
• Are There Benefits of Using Multiple Pedagogical Agents to Support and Foster Self-Regulated Learning in an Intelligent Tutoring System?Seth A. Martin, Roger Azevedo, Michelle Taub, Nicholas V. Mudrick, Garrett C. Millar, Joseph F. Grafsgaard. 273-279 [doi]
• Can Peers Rate Reliably as Experts in Small CSCL Groups?Ioannis Magnisalis, Stavros N. Demetriadis, Pantelis M. Papadopoulos. 280-285 [doi]
• Peer Review in Mentorship: Perception of the Helpfulness of Review and Reciprocal RatingsOluwabunmi Adewoyin, Roberto Araya, Julita Vassileva. 286-293 [doi]
• Motivational Gamification Strategies Rooted in Self-Determination Theory for Social Adaptive E-LearningLei Shi, Alexandra I. Cristea. 294-300 [doi]
• Adaptive Training of the Metacognitive Skill of Knowledge Monitoring in Intelligent Tutoring SystemsTiago Roberto Kautzmann, Talvany Carlotto, Patrícia Augustin Jaques. 301-306 [doi]
• Persuading an Open Learner Model in the Context of a University Course: An Exploratory StudyBlandine Ginon, Clelia Boscolo, Matthew D. Johnson, Susan Bull. 307-313 [doi]
• Blinded by Science?: Exploring Affective Meaning in Students' Own WordsSarah E. Schultz, Naomi Wixon, Danielle Allessio, Kasia Muldner, Winslow Burleson, Beverly Park Woolf, Ivon Arroyo. 314-319 [doi]
• A Framework for Parameterized Design of Rule Systems Applied to AlgebraEric Butler, Emina Torlak, Zoran Popovic. 320-326 [doi]
• Cognitive Tutors Produce Adaptive Online Course: Inaugural Field TrialNoboru Matsuda, Martin Van Velsen, Nikolaos Barbalios, Shuqiong Lin, Hardik Vasa, Roya Hosseini, Klaus Sutner, Norman Bier. 327-333 [doi]
• Optimizing Pattern Weights with a Genetic Algorithm to Improve Automatic Working Memory Capacity IdentificationJason Bernard, Ting-Wen Chang, Elvira Popescu, Sabine Graf. 334-340 [doi]
• Stratified Learning for Reducing Training Set SizePeter M. Hastings, Simon Hughes, Dylan Blaum, Patricia S. Wallace, Mary Anne Britt. 341-346 [doi]
• Combining Worked Examples and Problem Solving in a Data-Driven Logic TutorZhongxiu Liu, Behrooz Mostafavi, Tiffany Barnes. 347-353 [doi]
• NDLtutor: An Automated Conversational Agent to Facilitate Metacognitive Skills in Fully-Negotiated OLMsRaja M. Suleman, Riichiro Mizoguchi, Mitsuru Ikeda. 354-360 [doi]
• Concept Maps Similarity Measures for Educational ApplicationsCarla Limongelli, Matteo Lombardi, Alessandro Marani, Filippo Sciarrone, Marco Temperini. 361-367 [doi]
• Can Adaptive Pedagogical Agents' Prompting Strategies Improve Students' Learning and Self-Regulation?François Bouchet, Jason M. Harley, Roger Azevedo. 368-374 [doi]
• Automatic Extraction of Prerequisites Among Learning Objects Using Wikipedia-Based Content AnalysisCarlo De Medio, Fabio Gasparetti, Carla Limongelli, Filippo Sciarrone, Marco Temperini. 375-381 [doi]
• Using Electroencephalogram to Track Learner's Reasoning in Serious GamesRamla Ghali, Claude Frasson, Sébastien Ouellet. 382-388 [doi]
• Behavior and Learning of Students Using Worked-Out Examples in a Tutoring SystemNick E. Green, Barbara Di Eugenio, Rachel Harsley, Davide Fossati, Omar AlZoubi. 389-395 [doi]
• The Frequency of Tutor Behaviors: A Case StudyVincent Aleven, Jonathan Sewall. 396-401 [doi]
• Towards an Effective Affective Tutoring Agent in Specialized EducationAydée Liza Mondragon, Roger Nkambou, Pierre Poirier. 402-408 [doi]
• Embedding Intelligent Tutoring Systems in MOOCs and e-Learning PlatformsVincent Aleven, Jonathan Sewall, Octav Popescu, Michael A. Ringenberg, Martin Van Velsen, Sandra Demi. 409-415 [doi]
• Using Cloze Procedure Questions in Worked Examples in a Programming TutorAmruth N. Kumar. 416-422 [doi]
• The Effect of Friendship and Tutoring Roles on Reciprocal Peer Tutoring StrategiesMichael A. Madaio, Amy Ogan, Justine Cassell. 423-429 [doi]
• CRISTAL: Adapting Workplace Training to the Real World Context with an Intelligent Simulator for Radiology TraineesHope Lee, Amali Weerasinghe, Jayden Barnes, Luke Oakden-Rayner, William Gale, Gustavo Carneiro. 430-435 [doi]