Table of Contents

• Learning with Virtual PeersJustine Cassell. 3
• Scaffolding inquiry learning: How much intelligence is needed and by whom?Ton de Jong. 4
• Constraint-based tutors: a success storyTanja Mitrovic. 5
• Interactivity and LearningDaniel Schwartz. 6
• Evaluating a Mixed-Initiative Authoring Environment: Is REDEEM for Real?Shaaron Ainsworth, Piers Fleming. 9-16
• An architecture to combine meta-cognitive and cognitive tutoring: Pilot testing the Help TutorVincent Aleven, Ido Roll, Bruce M. McLaren, Eunjeong Ryu, Kenneth R. Koedinger. 17-24
• à la in Education: Keywords Linking Method for Selecting Web ResourcesMirjana Andric, Vladan Devedzic, Wendy Hall, Leslie Carr. 25-32
• Inferring learning and attitudes from a Bayesian Network of log file dataIvon Arroyo, Beverly Park Woolf. 33-40
• Why Is Externally-Regulated Learning More Effective Than Self-Regulated Learning with Hypermedia?Roger Azevedo, Daniel Moos, Fielding Winters, Jeffrey Greene, Jennifer Cromley, Evan Olson, Pragati Godbole Chaudhuri. 41-48
• Motivating Appropriate Challenges in a Reciprocal Tutoring SystemAri Bader-Natal, Jordan B. Pollack. 49-56
• Do Performance Goals Lead Students to Game the System?Ryan Shaun Baker, Ido Roll, Albert T. Corbett, Kenneth R. Koedinger. 57-64
• Pedagogical agents as social models for engineering: The influence of agent appearance on female choiceAmy L. Baylor, E. Ashby Plant. 65-72
• The impact of frustration-mitigating messages delivered by an interface agentAmy L. Baylor, Daniel Warren, Sanghoon Park, E. Shen, Roberto Perez. 73-79
• Computational methods for evaluating student and group learning histories in intelligent tutoring systemsCarole Beal, Paul Cohen. 80-87
• Engagement tracing: using response times to model student disengagementJoseph E. Beck. 88-95
• Interactive Authoring Support for Adaptive Educational SystemsPeter Brusilovsky, Sergey A. Sosnovsky, Michael Yudelson, Girish Chavan. 96-103
• Some Unusual Open Learner ModelsSusan Bull, Abdallatif S. Abu-Issa, Harpreet Ghag, Tim Lloyd. 104-111
• Advanced Capabilities for Evaluating Student Writing: Detecting Off-Topic Essays Without Topic-Specific TrainingJill Burstein, Derrick Higgins. 112-119
• Thread-based analysis of patterns of collaborative interaction in chatMurat Cakir, Fatos Xhafa, Nan Zhou, Gerry Stahl. 120-127
• Conceptual Conflict by Design: Dealing with Students Learning Impasses in Multi-user Multi-agent Virtual WorldsYam San Chee, Yi Liu. 128-135
• Motivating Learners by Nurturing Animal Companions: My-Pet and Our-PetZhi-Hong Chen, Yi-Chan Deng, Chih-Yueh Chou, Tak-Wai Chan. 136-143
• ArithmeticDesk: Computer Embedded Manipulatives for Learning ArithmeticHercy N. H. Cheng, Ben Chang, Yi-Chan Deng, Tak-Wai Chan. 144-151
• Adaptive Reward Mechanism for Sustainable Online Learning CommunityRan Cheng, Julita Vassileva. 152-159
• What Is The Student Referring To? Mapping Properties and Concepts in Students Systems of Physics EquationsChun Wai Liew, Joel A. Shapiro, Donald E. Smith. 160-167
• The Effects of a Pedagogical Agent in an Open Learning EnvironmentGeraldine Clarebout, Jan Elen. 168-175
• Using Discussion Prompts to Scaffold Parent-Child Collaboration Around a Computer-Based ActivityJeanette O Connor, Lucinda Kerawalla, Rosemary Luckin. 176-183
• Self-Regulation of Learning with Multiple Representations in HypermediaJennifer Cromley, Roger Azevedo, Evan Olson. 184-191
• An ITS for medical classification problem-solving: Effects of tutoring and representationsRebecca S. Crowley, Elizabeth Legowski, Olga Medvedeva, Eugene Tseytlin, Ellen Roh, Drazen Jukic. 192-199
• Mining Data and Modelling Social Capital in Virtual Learning CommunitiesBen K. Daniel, Gordon I. McCalla, Richard A. Schwier. 200-208
• Tradeoff analysis between knowledge assessment approachesMichel Desmarais, Shunkai Fu, Xiaoming Pu. 209-216
• Natural Language Generation for Intelligent Tutoring Systems: a case studyBarbara Di Eugenio, Davide Fossati, Dan Yu, Susan M. Haller, Michael Glass. 217-224
• Dialogue-Learning Correlations in Spoken Dialogue TutoringKatherine Forbes-Riley, Diane J. Litman, Alison Huettner, Arthur Ward. 225-232
• Adolescents Use of SRL Behaviors and Their Relation to Qualitative Mental Model Shifts While Using HypermediaJeffrey Greene, Roger Azevedo. 233-240
• Teaching about Dynamic Processes A Teachable Agents ApproachRuchi Gupta, Yanna Wu, Gautam Biswas. 241-248
• Exam Question Recommender SystemHicham Hage, Esma Aïmeur. 249-257
• DIANE, a diagnosis system for arithmetical problem solvingKhider Hakem, Emmanuel Sander, Jean-Marc Labat, Jean-François Richard. 258-265
• Collaboration and Cognitive Tutoring: Integration, Empirical Results, and Future DirectionsAndreas Harrer, Bruce M. McLaren, Erin Walker, Lars Bollen, Jonathan Sewall. 266-273
• Personal Readers: Personalized Learning Object Readers for the Semantic WebNicola Henze. 274-281
• Making an Unintelligent Checker Smarter: Creating Semantic Illusions from Syntactic AnalysesKai Herrmann, Heinz Ulrich Hoppe. 282-289
• Iterative Evaluation of a Large-Scale, Intelligent Game for Language LearningW. Lewis Johnson, Carole R. Beal. 290-297
• Cross-Cultural Evaluation of Politeness in Tactics for Pedagogical AgentsW. Lewis Johnson, Richard E. Mayer, Elisabeth André, Matthias Rehm. 298-305
• Serious Games for Language Learning: How Much Game, How Much AI?W. Lewis Johnson, Hannes Högni Vilhjálmsson, Stacy Marsella. 306-313
• Taking Control of Redundancy in Scripted Tutorial DialoguePamela W. Jordan, Patricia L. Albacete, Kurt VanLehn. 314-321
• Ontology of Learning Object Content StructureJelena Jovanovic, Dragan Gasevic, Katrien Verbert, Erik Duval. 322-329
• Goal Transition Model and Its Application for Supporting Teachers based on OntologiesToshinobu Kasai, Haruhisa Yamaguchi, Kazuo Nagano, Riichiro Mizoguchi. 330-337
• Exploiting Readily Available Web Data for Scrutable Student ModelsJudy Kay, Andrew Lum. 338-345
• What Do You Mean by to Help Learning of Metacognition?Michiko Kayashima, Akiko Inaba, Riichiro Mizoguchi. 346-353
• Matching and Mismatching Learning Characteristics with Multiple Intelligence Based ContentDeclan Kelly, Brendan Tangney. 354-361
• Pedagogical Agents as Learning Companions: Building Social Relations with LearnersYanghee Kim. 362-369
• The Evaluation of an Intelligent Teacher Advisor for Web Distance EnvironmentsEssam M. Kosba, Vania Dimitrova, Roger D. Boyle. 370-377
• A Video Retrieval System for Computer Assisted Language LearningChin-Hwa Kuo, Nai-Lung Tsao, Chen-Fu Chang, David Wible. 378-385
• The Activity at the Center of the Global Open and Distance Learning ProcessLahcen Oubahssi, Monique Grandbastien, Macaire Ngomo, Gérard Claës. 386-394
• Towards support in building qualitative knowledge modelsVania Bessa Machado, Roland Groen, Bert Bredeweg. 395-402
• Analyzing Completeness and Correctness of Utterances Using an ATMSMaxim Makatchev, Kurt VanLehn. 403-410
• Modelling Learning in an Educational GameMicheline Manske, Cristina Conati. 411-418
• On Using Learning Curves to Evaluate ITSBrent Martin, Kenneth R. Koedinger, Antonija Mitrovic, Santosh Mathan. 419-426
• The role of learning goals in the design of ILEs: Some issues to considerErika Martínez-Mirón, Amanda Harris, Benedict du Boulay, Rosemary Luckin, Nicola Yuill. 427-434
• A knowledge-based coach for reasoning about historical causationLiz Masterman. 435-442
• Advanced Geometry Tutor: An intelligent tutor that teaches proof-writing with constructionNoboru Matsuda, Kurt VanLehn. 443-450
• Design of Erroneous Examples for ACTIVEMATHErica Melis. 451-458
• Be bold and take a challenge : Could motivational strategies improve help-seeking?Genaro Rebolledo-Mendez, Benedict du Boulay, Rosemary Luckin. 459-466
• Educational Data Mining: a Case StudyAgathe Merceron, Kalina Yacef. 467-474
• Adapting Process-Oriented Learning Design to Group CharacteristicsYongwu Miao, Ulrich Hoppe. 475-482
• On the Prospects of Intelligent Collaborative E-learning SystemsMiikka Miettinen, Jaakko Kurhila, Henry Tirri. 483-490
• COFALE: An Adaptive Learning Environment Supporting Cognitive FlexibilityVu Minh Chieu, Elie Milgrom. 491-498
• The Effect of Explaining on Learning: a Case Study with a Data Normalization TutorAntonija Mitrovic. 499-506
• Formation of Learning Groups by using Learner Profiles and Context InformationMartin Muehlenbrock. 507-514
• Evaluating Inquiry Learning Through Recognition-Based TasksTom Murray, Kenneth Rath, Beverly Park Woolf, David Marshall, Merle Bruno, Toby Dragon, Kevin Kohler, Matthew Mattingly. 515-522
• Personalising information assets in collaborative learning environmentsErnest Ong, Ai-Hwa Tay, Chin-Kok Ong, Siong-Kong Chan. 523-530
• Qualitative and Quantitative Student ModelsJosé-Luis Pérez-de-la-Cruz, Ricardo Conejo, Eduardo Guzmán. 531-538
• Making Learning Design Standards Work with an Ontology of Educational TheoriesValéry Psyché, Jacqueline Bourdeau, Roger Nkambou, Riichiro Mizoguchi. 539-546
• Detecting the Learner s Motivational States in An Interactive Learning EnvironmentLei Qu, W. Lewis Johnson. 547-554
• Blending Assessment and Instructional AssistingLeena M. Razzaq, Mingyu Feng, Goss Nuzzo-Jones, Neil T. Heffernan, Kenneth R. Koedinger, Brian Junker, Steven Ritter, Andrea Knight, Edwin Mercado, Terrence E. Turner, Ruta Upalekar, Jason A. Walonoski, Michael A. Macasek, Christopher Aniszczyk, Sanket Choksey, Tom Livak, Kai P. Rasmussen. 555-562
• A First Evaluation of the Instructional Value of Negotiable Problem Solving Goals on the Exploratory Learning ContinuumCarolyn Penstein Rosé, Vincent Aleven, Regan Carey, Allen Robinson. 563-570
• Automatic and Semi-Automatic Skill Coding With a View Towards Supporting On-Line AssessmentCarolyn Penstein Rosé, Pinar Donmez, Gahgene Gweon, Andrea Knight, Brian Junker, William W. Cohen, Kenneth R. Koedinger, Neil T. Heffernan. 571-578
• The Use of Qualitative Reasoning Models of Interactions between Populations to Support Causal Reasoning of Deaf StudentsPaulo Salles, Heloisa Lima-Salles, Bert Bredeweg. 579-586
• Assessing and Scaffolding Collaborative Learning in Online DiscussionsErin Shaw. 587-594
• THESPIAN: An Architecture for Interactive Pedagogical DramaMei Si, Stacy C. Marsella, David V. Pynadath. 595-602
• Technology at work to mediate collaborative scientific enquiry in the fieldHilary Smith, Rosemary Luckin, Geraldine Fitzpatrick, Katerina Avramides, Joshua Underwood. 603-610
• Implementing a Layered Analytic Approach For Real-Time Modeling of Students Scientific UnderstandingRon Stevens, Amy Soller. 611-620
• Long-Term Human-Robot Interaction: The Personal Exploration Rover and Museum DocentsKristen Stubbs, Debra Bernstein, Kevin Crowley, Illah R. Nourbakhsh. 621-628
• Information Extraction and Machine Learning: Auto-Marking Short Free Text Responses to Science QuestionsJana Z. Sukkarieh, Stephen G. Pulman. 629-637
• A Knowledge Acquisition System for Constraint-based Intelligent Tutoring SystemsPramuditha Suraweera, Antonija Mitrovic, Brent Martin. 638-645
• Computer Games as Intelligent Learning Environments: A River Ecosystem AdventureJason Tan, Chris Beers, Ruchi Gupta, Gautam Biswas. 646-653
• Paper Annotation with Learner ModelsTiffany Ya Tang, Gordon I. McCalla. 654-661
• Automatic Textual Feedback for Guided Inquiry LearningSteven L. Tanimoto, Susan Hubbard, William Winn. 662-669
• Graph of Microworlds: A Framework for Assisting Progressive Knowledge Acquisition in Simulation-based Learning EnvironmentsTomoya Horiguchi, Tsukasa Hirashima. 670-677
• The Andes Physics Tutoring System: Five Years of EvaluationsKurt VanLehn, Collin Lynch, Kay G. Schulze, Joel A. Shapiro, Robert Shelby, Linwood Taylor, Donald Treacy, Anders Weinstein, Mary Wintersgill. 678-685
• The Politeness Effect: Pedagogical Agents and Learning GainsNing Wang, W. Lewis Johnson, Richard E. Mayer, Paola Rizzo, Erin Shaw, Heather Collins. 686-693
• Towards Best Practices for Semantic Web Student ModellingMike Winter, Christopher A. Brooks, Jim E. Greer. 694-701
• Critical Thinking Environments for Science EducationBeverly Park Woolf, Tom Murray, David Marshall, Toby Dragon, Kevin Kohler, Matthew Mattingly, Merle Bruno, Dan Murray, Jim Sammons. 702-709
• NavEx: Providing Navigation Support for Adaptive Browsing of Annotated Code ExamplesMichael Yudelson, Peter Brusilovsky. 710-717
• Feedback Micro-engineering in EER-TutorKonstantin Zakharov, Antonija Mitrovic, Stellan Ohlsson. 718-725
• An Ontology of Situations, Interactions, Processes and Affordances to Support the Design of Intelligent Learning EnvironmentsFabio N. Akhras. 729-731
• Toward supporting hypothesis formation and testing in an interpretive domainVincent Aleven, Kevin D. Ashley. 732-734
• Authoring plug-in tutor agents by demonstration: Rapid, rapid tutor developmentVincent Aleven, Carolyn Penstein Rosé. 735-737
• Evaluating Scientific Abstracts with a Genre-specific RubricSandra M. Aluísio, Ethel Schuster, Valéria Delisandra Feltrim, Adalberto Pessoa, Osvaldo N. Oliveira Jr.. 738-740
• Dynamic Authoring in on-line Adaptive Learning EnvironmentsAinhoa Alvarez, Isabel Fernández-Castro, Maite Urretavizcaya. 741-743
• Designing effective nonverbal communication for pedagogical agentsAmy L. Baylor, Soyoung Kim, Chanhee Son, Miyoung Lee. 744-746
• Individualized feedback and simulation-based practice in the Tactical Language Training System: An experimental evaluationCarole R. Beal, W. Lewis Johnson, Richard Dabrowski, Shumin Wu. 747-749
• Enhancing ITS instruction with integrated assessments of learner mood, motivation and genderCarole R. Beal, Erin Shaw, Yuan-Chun Chiu, Hyokyeong Lee, Hannes Högni Vilhjálmsson, Lei Qu. 750-752
• Exploring Simulations in Science through the Virtual Lab Research Study: From NASA Kennedy Space Center to High School ClassroomsLaura Blasi. 753-755
• Generating Structured Explanations of System Behaviour Using Qualitative SimulationsAnders Bouwer, Bert Bredeweg. 756-758
• The Bricoles project: support socially informed design of learning environmentPierre-André Caron, Alain Derycke, Xavier Le Pallec. 759-761
• Explainable Artificial Intelligence for Training and TutoringH. Chad Lane, Mark G. Core, Michael van Lent, Steve Solomon, Dave Gomboc. 762-764
• An Agent-based Framework for Enhancing Helping Behaviors in Human TeamworkCong Chen, John Yen, Michael S. Miller, Richard A. Volz, Wayne Shebilske. 765-767
• PEmily Ching, Chih-Ti Chen, Chih-Yueh Chou, Yi-Chan Deng, Tak-Wai Chan. 768-770
• Cognitive and Motivational Effects of Animated Pedagogical Agent for Learning English as a Second LanguageSunhee Choi, Hyokyeong Lee. 771-773
• Added value of a task model and role of metacognition in learningChristoph Noor, Jacobijn Sandberg, Bob J. Wielinga. 774-776
• Introducing adaptive assistance in adaptive testingRicardo Conejo, Eduardo Guzmán, José-Luis Pérez-de-la-Cruz, Eva Millán. 777-779
• Student Questions in a Classroom Evaluation of the ALPS Learning EnvironmentAlbert T. Corbett, Angela Z. Wagner, Chih-yu Chao, Sharon Lesgold, Scott M. Stevens, Harry Ulrich. 780-782
• Scrutability as a core interface elementMarek Czarkowski, Judy Kay, Serena Potts. 783-785
• DCE: A One-on-One Digital Classroom EnvironmentYi-Chan Deng, Sung-Bin Chang, Ben Chang, Tak-Wai Chan. 786-788
• Contexts in Educational Topic MapsChristo Dichev, Darina Dicheva. 789-791
• Analyzing Computer Mediated and Face-to-Face Interactions: Implications for Active SupportWouter van Diggelen, Maarten Overdijk, Jerry Andriessen. 792-794
• Adding a reflective layer to a simulation-based learning environmentDouglas Chesher, Judy Kay, Nicholas J. C. King. 795-797
• Positive and negative verbal feedback for Intelligent Tutoring SystemsBarbara Di Eugenio, Xin Lu, Trina C. Kershaw, Andrew Corrigan-Halpern, Stellan Ohlsson. 798-800
• Domain-Knowledge Manipulation for Dialogue-Adaptive HintingArmin Fiedler, Dimitra Tsovaltzi. 801-803
• How to Qualitatively + Quantitatively Assess Concepts Maps: the case of COMPASSEvangelia Gouli, Agoritsa Gogoulou, Kyparisia A. Papanikolaou, Maria Grigoriadou. 804-806
• Describing Learner Support: An adaptation of IMS-LD Educational Modelling LanguagePatricia Gounon, Pascal Leroux, Xavier Dubourg. 807-809
• Developing a Bayes-net based student model for an External Representation Selection TutorBeate Grawemeyer, Richard Cox. 810-812
• Towards Data-Driven Design of a Peer Collaborative AgentGahgene Gweon, Carolyn Penstein Rosé, Regan Carey, Zachary Zaiss. 813-815
• Discovery of Patterns in Learner ActionsAndreas Harrer, Michael Vetter, Stefan Thür, Jens Brauckmann. 816-818
• When do Students Interrupt Help? Effects of Time, Help Type, and Individual DifferencesCecily Heiner, Joseph Beck, Jack Mostow. 819-826
• Fault-Tolerant Interpretation of Mathematical Formulas in ContextHelmut Horacek, Magdalena Wolska. 827-829
• Help in Modelling with Visual LanguagesKai Herrmann, Heinz Ulrich Hoppe, Markus Kuhn. 830-832
• Knowledge Extraction and Analysis on Collaborative InteractionRonghuai Huang, Huanglingzi Liu. 833-835
• Enriching Classroom Scenarios with Tagged ObjectsMarc Jansen, Björn Eisen, Heinz Ulrich Hoppe. 836-838
• Testing the Effectiveness of the Leopard Tutor under Experimental ConditionsRay H. Kemp, Elisabeth G. Todd, Rosemary Krsinich. 839-841
• Setting the Stage for Collaborative Interactions: Exploration of Separate Control of Shared SpaceLucinda Kerawalla, Darren Pearce, Jeanette O Connor, Rosemary Luckin, Nicola Yuill, Amanda Harris. 842-844
• Computer Simulation as an Instructional Technology in AutoTutorHyun-Jeong Joyce Kim, Arthur C. Graesser, G. Tanner Jackson, Andrew Olney, Patrick Chipman. 845-847
• Developing Teaching Aids for Distance EducationJihie Kim, Carole Beal, Zeeshan Maqbool. 848-850
• Who Helps the Helper? A Situated Scaffolding System for Supporting Less Experienced Feedback GiversDuenpen Kochakornjarupong, Paul Brna, Paul Vickers. 851-853
• Realizing Adaptive Questions and Answers for ICALL SystemsHidenobu Kunichika, Minoru Urushima, Tsukasa Hirashima, Akira Takeuchi. 854-856
• CM-DOM: a Concept Map Based Tool for Supervising Domain AcquisitionMikel Larrañaga, Urko Rueda, M. Kerejeta, Jon A. Elorriaga, Ana Arruarte Lasa. 857-859
• Using FAQ as a Case Base for Intelligent TutoringDemetrius Ribeiro Lima, Marta Costa Rosatelli. 860-862
• Alignment-Based Tools for Translation Self-LearningJ. Gabriel Pereira Lopes, Tiago Ildefonso, Marcelo Soares Pimenta. 863-865
• Implementing Analogies Using APE Rules in an Electronic Tutoring SystemEvelyn Lulis, Reva Freedman, Martha W. Evens. 866-868
• Interoperability Issues in Authoring Interactive ActivitiesManolis Mavrikis, Charles Hunn. 869-871
• An Ontology-driven Portal for a Collaborative Learning CommunityJ. Ignacio Mayorga, Beatriz Barros, Carlos Celorrio, M. Felisa Verdejo. 872-874
• A Greedy Knowledge Acquisition Method for the Rapid Prototyping of Bayesian Belief NetworksClaus Möbus, Heiko Seebold. 875-877
• Automatic analysis of questions in e-learning environmentMohamed Jemni, Issam Ben Ali. 878-880
• Intelligent Pedagogical Action Selection under UncertaintySelvarajah Mohanarajah, Ray H. Kemp, Elizabeth A. Kemp. 881-883
• A Generic Tool to Browse Tutor-Student Interactions: Time Will Tell!Jack Mostow, Joseph Beck, Andrew Cuneo, Evandro Gouvea, Cecily Heiner. 884-886
• Effects of Dissuading Unnecessary Help Requests While Providing Proactive HelpR. Charles Murray, Kurt VanLehn. 887-889
• Breaking the ITS Monolith: a Hybrid Simulation and Tutoring Architecture for ITSWilliam R. Murray. 890-892
• A Study on Effective Comprehension Support by Assortment of Multiple Comprehension Support MethodsManabu Nakamura, Yoshiki Kawaguchi, Noriyuki Iwane, Setsuko Otsuki, Yukihiro Matsubara. 893-895
• Applications of Data Mining in Constraint-based Intelligent Tutoring SystemsKarthik Nilakant, Antonija Mitrovic. 896-898
• Supporting Training on a Robotic Simulator using a Flexible Path PlannerRoger Nkambou, Khaled Belghith, Froduald Kabanza, Mahie Khan. 899-901
• The eXtensible Tutor Architecture: A New Foundation for ITSGoss Nuzzo-Jones, Jason A. Walonoski, Neil T. Heffernan, Tom Livak. 902-904
• An Agent-based Approach to Assisting Learners to Dynamically Adjust Learning ProcessesWeidong Pan. 905-907
• EarthTutor: A Multi-Layered Approach to ITS AuthoringKristen Parton, Aaron Bell, Sowmya Ramachandran. 908-910
• Using Schema Analysis for Feedback in Authoring Tools for Learning EnvironmentsHarrie Passier, Johan Jeuring. 911-913
• The Task Sharing Framework for Collaboration and Meta-CollaborationDarren Pearce, Lucinda Kerawalla, Rosemary Luckin, Nicola Yuill, Amanda Harris. 914-916
• Fostering Learning Communities based on Task ContextNiels Pinkwart. 917-919
• MALT - a Multi-lingual Adaptive Language TutorMatthias Scheutz, Michael Heilman, Aaron Wenger, Colleen Ryan-Scheutz. 920-922
• Teaching the evolution of behavior with SuperDuperWalkerLee Spector, Jon Klein, Kyle Harrington, Raymond Coppinger. 923-925
• Distributed Intelligent Learning Environment for Screening MammographyPaul Taylor, Joao Campos, Rob Procter, Mark Hartswood, Louise Wilkinson, Elaine Anderson, Lesley Smart. 926-928
• The Assistment Builder: A Rapid Development Tool for ITSTerrence E. Turner, Michael A. Macasek, Goss Nuzzo-Jones, Neil T. Heffernan, Kenneth R. Koedinger. 929-931
• What Did You Do At School Today? Using Tablet Technology to Link Parents to their Children and TeachersJoshua Underwood, Rosemary Luckin, Lucinda Kerawalla, Benedict du Boulay, Joe Holmberg, Hilary Tunley, Jeanette O Connor. 932-934
• Semantic Description of Collaboration Scripts for Service Oriented CSCL SystemsGuillermo Vega-Gorgojo, Miguel L. Bote-Lorenzo, Eduardo Gómez-Sánchez, Yannis A. Dimitriadis, Juan I. Asensio-Pérez. 935-937
• What s in a rectangle? An issue for AIED in the design of semiotic learning toolsErica de Vries. 938-940
• A User Modeling Framework for Exploring Creative Problem-Solving AbilityHao-Chuan Wang, Tsai-Yen Li, Chun-Yen Chang. 941-943
• Adult Learner Perceptions of Affective Agents: Experimental Data and Phenomenological ObservationsDaniel Warren, E. Shen, Sanghoon Park, Amy L. Baylor, Roberto Perez. 944-946
• Factors Influencing Effectiveness in Automated Essay Scoring with LSAFridolin Wild, Christina Stahl, Gerald Stermsek, Yoseba K. Penya, Gustaf Neumann. 947-949
• Argumentation-Based CSCL: How students solve controversy and relate argumentative knowledgeMarije van Amelsvoort, Lisette Munneke. 953
• Generating Reports of Graphical Modelling Processes for Authoring and PresentationLars Bollen. 954
• Towards An Intelligent Tool To Foster Collaboration In Distributed Pair ProgrammingEdgar Acosta Chaparro. 955
• Online Discussion Processes: How do earlier messages affect evaluations, knowledge contents, social cues and responsiveness of current message?Gaowei Chen. 956
• PECA: Pedagogical Embodied Conversational Agents in Mixed Reality Learning EnvironmentsJayfus T. Doswell. 957
• Observational Learning from Social Model Agents: Examining the Inherent ProcessesSuzanne J. Ebbers, Amy L. Baylor. 958
• An Exploration of a Visual Representation for Interactive Narrative in an Adventure Authoring ToolSeth Goolnik. 959
• Affective Behavior in Intelligent Tutoring Systems for Virtual LaboratoriesYasmín Hernández, Julieta Noguez. 960
• Taking into account the variability of the knowledge structure in Bayesian student modelsMathieu Hibou. 961
• Subsymbolic User Modeling in Adaptive HypermediaKatja Hofmann. 962
• The Effect of Multimedia Design Elements on Learning Outcomes in Pedagogical Agent Research: A Meta-AnalysisSoyoung Kim. 963
• An ITS that provides positive feedback for Beginning Violin StudentsOrla Lahart. 964
• A Proposal of Evaluation Framework for Higher EducationXizhi Li, Hao Lin. 965
• Supporting collaborative medical decision-making in a Computer-based learning environmentJingyan Lu. 966
• Logging, Replaying and Analysing Students Interactions in a web-based ILE to Improve Student ModellingManolis Mavrikis. 967
• How do Features of an Intelligent Learning Environment Influence Motivation? A Qualitative Modelling ApproachJutima Methaneethorn. 968
• Integrating an Affective Framework into Intelligent Tutoring SystemsMohd Zaliman Yusoff. 969
• Relation-based heuristic diffusion framework for LOM generationOlivier Motelet. 970
• From Representing the Knowledge to Offering Appropriate Remediation - a Road Map for Virtual Learning ProcessMehdi Najjar. 971
• Authoring Ideas for Developing Structural Communication ExercisesRobinson V. Noronha. 972
• An Orientation towards Social Interaction: Implications for Active SupportMaarten Overdijk, Wouter van Diggelen. 973-974
• Designing Culturally Authentic Pedagogical AgentsYolanda Rankin. 975
• Incorporation of Learning Objects and Learning Style - Metadata Support for Adaptive Pedagogical Agent SystemsShanghua Sun. 976
• Enhancing Collaborative Learning through the use of a Group Model based on the Zone of Proximal DevelopmentNilubon Tongchai. 977
• Tutorial Planning: Adapting Course Generation to Today s NeedsCarsten Ullrich. 978
• Mutual Peer Tutoring: A Collaborative Addition to the Cognitive Tutor Algebra-1Erin Walker. 979
• Enhancing Learning through a Model of AffectAmali Weerasinghe. 980
• Understanding the Locus of Modality Effects and How to Effectively Design Multimedia Instructional MaterialsJesse S. Zolna. 981
• Pedagogical agent research and development: Next steps and future possibilitiesAmy L. Baylor, Ronald Cole, Arthur Graesser, W. Lewis Johnson. 985
• Evaluation methods for learning environmentsShaaron Ainsworth. 989
• Rapid development of computer-based tutors with the Cognitive Tutor Authoring Tools (CTAT)Vincent Aleven, Bruce M. McLaren, Kenneth R. Koedinger. 990
• Some New Perspectives on Learning Companion ResearchTak-Wai Chan. 991
• Education and the Semantic WebVladan Devedzic. 992
• Building Intelligent Learning Environments: Bridging Research and PracticeBeverly Park Woolf. 993
• Student Modeling for Language TutorsSherman R. Alpert, Joseph E. Beck. 997
• International Workshop on Applications of Semantic Web Technologies for E-Learning (SW-EL 05)Lora Aroyo, Darina Dicheva. 998
• Adaptive Systems for Web-Based Education: Tools and reusabilityPeter Brusilovsky, Ricardo Conejo, Eva Millán. 999
• Workshop on Educational Games as Intelligent Learning EnvironmentsCristina Conati, Sowmya Ramachandran. 1001
• Motivation and Affect in Educational SoftwareCristina Conati, Benedict du Boulay, Claude Frasson, W. Lewis Johnson, Rosemary Luckin, Erika Martínez-Mirón, Helen Pain, Kaska Porayska-Pomsta, Genaro Rebolledo-Mendez. 1002-1003
• Third International Workshop on Authoring of Adaptive and Adaptable Educational HypermediaAlexandra I. Cristea, Rosa M. Carro, Franca Garzotto. 1004
• Learner Modelling for Reflection, to Support Learner Control, Metacognition and Improved Communication between Teachers and LearnersJudy Kay, Andrew Lum, Diego Zapata-Rivera. 1005