Abstract is missing.
- The Relationship Between Minds-On and Hands-On Activity in Instructional Design: Evidence from Learning with Interactive and Non-Interactive Multimedia EnvironmentsRoxana Moreno. 3
- Using Automated Capture in Classrooms to Support Understanding of the Learning ExperienceGregory D. Abowd. 4
- The Technical Art of Learning ScienceDanae Stanton Fraser. 5
- Humanity-Based Classroom: Teaching is Caring and Learning is JoyfulTak-Wai Chan. 6
- The Principle of State Expansion in Task State-Space NavigationDarren Pearce, Rosemary Luckin. 9-16
- Generating Responses to Formally Flawed Problem-Solving StatementsHelmut Horacek, Magdalena Wolska. 17-24
- Semantic Web Technology to Support Learning about the Semantic WebMartin Dzbor, Enrico Motta. 25-32
- Exploring Neural Trajectories of Scientific Problem Solving Skill AcquisitionRonald H. Stevens, Trysha Galloway, Chris Berka. 33-40
- Tools for Authoring a Dialogue Agent that Participates in Learning StudiesPamela W. Jordan, Brian Hall, Michael A. Ringenberg, Yui Cue, Carolyn Penstein Rosé. 43-50
- Changing Attitudes and Performance with Computer-generated Social ModelsRinat B. Rosenberg-Kima, E. Ashby Plant, Amy L. Baylor, Celeste E. Doerr. 51-58
- Pedagogical Agents Trying on a Caring Mentor RoleKonstantin Zakharov, Antonija Mitrovic, Lucy Johnston. 59-66
- Serious Use of a Serious Game for Language LearningW. Lewis Johnson. 67-74
- Helping Courseware Authors to Build Ontologies: The Case of TM4LDarina Dicheva, Christo Dichev. 77-84
- VL-PATSy: Facilitating vicarious learning via intelligent resource provisionRichard Cox, Jianxiong Pang. 85-92
- Tis Better to Construct than to Receive? The Effects of Diagram Tools on Causal ReasoningMatthew W. Easterday, Vincent Aleven, Richard Scheines. 93-100
- Evaluating Legal Argument Instruction with Graphical Representations Using LARGONiels Pinkwart, Vincent Aleven, Kevin D. Ashley, Collin Lynch. 101-108
- Relating Machine Estimates of Students Learning Goals to Learning Outcomes: A DBN ApproachCarole R. Beal, Lei Qu. 111-118
- MathGirls: Toward Developing Girls Positive Attitude and Self-Efficacy through Pedagogical AgentsYanghee Kim, Quan Wei, Beijie Xu, Youngah Ko, Vessela Ilieva. 119-126
- Content Matters: An Investigation of Feedback Categories within an ITSG. Tanner Jackson, Arthur C. Graesser. 127-134
- Does Learner Control Affect Learning?Joseph E. Beck. 135-142
- Affect and Usage Choices in Simulation Problem-Solving EnvironmentsMa. Mercedes T. Rodrigo, Ryan Shaun Joazeiro de Baker, Maria C. V. Lagud, Sheryl A. L. Lim, Alexis F. Macapanpan, Sheila A. M. S. Pascua, Jerry Q. Santillano, Leima R. S. Sevilla, Jessica O. Sugay, Sinath Tep, Norma J. B. Viehland. 145-152
- Getting Under the Skin of Learners: Tools for Evaluating Emotional ExperienceMadeline Alsmeyer, Rosemary Luckin, Judith Good. 153-160
- Mind and Body: Dialogue and Posture for Affect Detection in Learning EnvironmentsSidney K. D Mello, Arthur C. Graesser. 161-168
- Towards Predictive Modelling of Student Affect from Web-Based InteractionsManolis Mavrikis, Antony Maciocia, John Lee. 169-176
- The Dynamic Nature of Self-Regulatory Behavior in Self-Regulated Learning and Externally-Regulated Learning EpisodesAmy M. Witherspoon, Roger Azevedo, Jeffrey Greene, Daniel Moos, Shanna Baker. 179-186
- The Influence of External-Regulation on Student Generated Questions during Hypermedia LearningJeremiah Sullins, Roger Azevedo, Andrew Trousdale, Jennifer Scott. 187-194
- Repairing Disengagement With Non-Invasive InterventionsIvon Arroyo, Kimberly Ferguson, Jeffrey Johns, Toby Dragon, Hasmik Meheranian, Don Fisher, Andrew G. Barto, Sridhar Mahadevan, Beverly Park Woolf. 195-202
- Can Help Seeking Be Tutored? Searching for the Secret Sauce of Metacognitive TutoringIdo Roll, Vincent Aleven, Bruce M. McLaren, Kenneth R. Koedinger. 203-210
- Using Item Response Theory (IRT) to select hints in an ITSMichael J. Timms. 213-221
- What Level of Tutor Interaction is Best?Leena M. Razzaq, Neil T. Heffernan, Robert W. Lindeman. 222-229
- Evaluating ACED: The Impact of Feedback and Adaptivity on LearningValerie J. Shute, Eric G. Hansen, Russell Almond. 230-237
- Modeling learning patterns of students with a tutoring system using Hidden Markov ModelsCarole R. Beal, Sinjini Mitra, Paul R. Cohen. 238-245
- Exploring Alternative Methods for Error Attribution in Learning Curves Analysis in Intelligent Tutoring SystemsAdaeze Nwaigwe, Kenneth R. Koedinger, Kurt VanLehn, Robert G. M. Hausmann, Anders Weinstein. 246-253
- Learning by Problem-Posing as Sentence-Integration and Experimental UseTsukasa Hirashima, Takuro Yokoyama, Masahiko Okamoto, Akira Takeuchi. 254-261
- Dialog Convergence and LearningArthur Ward, Diane J. Litman. 262-269
- Comparing Linguistic Features for Modeling Learning in Computer TutoringKatherine Forbes-Riley, Diane J. Litman, Amruta Purandare, Mihai Rotaru, Joel R. Tetreault. 270-277
- Comparing Student-Constructed Open Learner Model Presentations to the DomainAndrew Mabbott, Susan Bull. 281-288
- Translation of Overlay Models of Student Knowledge for Relative Domains Based on Domain Ontology MappingSergey A. Sosnovsky, Peter Dolog, Nicola Henze, Peter Brusilovsky, Wolfgang Nejdl. 289-296
- Bootstrapping Accurate Learner Models from Electronic PortfoliosZinan Guo, Jim E. Greer. 297-304
- Combining Bayesian Networks and Formal Reasoning for Semantic Classification of Student UtterancesMaxim Makatchev, Kurt VanLehn. 307-314
- A Spoken Translation Game for Second Language LearningChao Wang, Stephanie Seneff. 315-322
- English ABLEJuan-Diego Zapata-Rivera, Waverely Vanwinkle, Valerie J. Shute, Jody S. Underwood, Malcolm Bauer. 323-330
- Using Machine Learning Techniques to Analyze and Support Mediation of Student E-DiscussionsBruce M. McLaren, Oliver Scheuer, Maarten De Laat, Rakheli Hever, Reuma De Groot, Carolyn Penstein Rosé. 331-338
- Analyzing the Coherence and Cohesion in Human Tutorial Dialogues when Learning with HypermediaRoger Azevedo, Moongee Jeon. 341-348
- Beyond the code-and-count analysis of tutoring dialoguesStellan Ohlsson, Barbara Di Eugenio, Bettina Chow, Davide Fossati, Xin Lu, Trina C. Kershaw. 349-356
- Profiling Student Interactions in Threaded Discussions with Speech Act ClassifiersSujith Ravi, Jihie Kim. 357-364
- The Influence of Learner Characteristics on Task-Oriented Tutorial DialogueKristy Elizabeth Boyer, Mladen A. Vouk, James C. Lester. 365-372
- Measuring the Effect of Collaboration in an Assessment EnvironmentBeatriz Barros, Ricardo Conejo, Eduardo Guzmán. 375-382
- Tutorial Dialogue as Adaptive Collaborative Learning SupportRohit Kumar, Carolyn Penstein Rosé, Yi-Chia Wang, Mahesh Joshi, Allen Robinson. 383-390
- Creating Contexts for Productive Peer Collaboration: Some Design ConsiderationsAmanda Harris, Rosemary Luckin, Nicola Yuill. 391-398
- Who Says Three s a Crowd? Using a Cognitive Tutor to Support Peer TutoringErin Walker, Bruce M. McLaren, Nikol Rummel, Kenneth R. Koedinger. 399-406
- Accelerated Future Learning via Explicit Instruction of a Problem Solving StrategyMin Chi, Kurt VanLehn. 409-416
- Explaining Self-Explaining: A Contrast between Content and GenerationRobert G. M. Hausmann, Kurt VanLehn. 417-424
- Out of the Lab and into the Classroom: An Evaluation of Reflective Dialogue in AndesSandra Katz, John Connelly, Christine Wilson. 425-432
- Can a Polite Intelligent Tutoring System Lead to Improved Learning Outside of the Lab?Bruce M. McLaren, Sung-Joo Lim, David Yaron, Kenneth R. Koedinger. 433-440
- Lowering the Bar for Creating Model-Tracing Intelligent Tutoring SystemsStephen Blessing, Stephen Gilbert, Steven Ourada, Steven Ritter. 443-450
- Constraint Authoring System: An Empirical EvaluationPramuditha Suraweera, Antonija Mitrovic, Brent Martin. 451-458
- Taking advantage of the Semantics of a Lesson Graph based on Learning ObjectsOlivier Motelet, Nelson Baloian, Benjamin Piwowarski, José A. Pino. 459-466
- Predicting Students Performance with SimStudent: Learning Cognitive Skills from ObservationNoboru Matsuda, William W. Cohen, Jonathan Sewall, Gustavo Lacerda, Kenneth R. Koedinger. 467-476
- Investigating Generative Factors of Score MatricesTitus Winters, Christian R. Shelton, Tom Payne. 479-486
- How did the e-learning session go? The Student InspectorOliver Scheuer, Claus Zinn. 487-494
- Can a Computer Listen for Fluctuations in Reading Comprehension?Xiaonan Zhang, Jack Mostow, Joseph E. Beck. 495-502
- Empowering researchers to detect interaction patterns in e-collaborationAndreas Harrer, Rakheli Hever, Sabrina Ziebarth. 503-510
- Is Over Practice Necessary? - Improving Learning Efficiency with the Cognitive Tutor through Educational Data MiningHao Cen, Kenneth R. Koedinger, Brian Junker. 511-518
- Benefits of Handwritten Input for Students Learning Algebra Equation SolvingLisa Anthony, Jie Yang, Kenneth R. Koedinger. 521-523
- Extension of IMS-QTI to Express Constraints on Template Variables in Mathematics ExercisesOdette Auzende, Hélène Giroire, Françoise Le Calvez. 524-526
- Do Various Self-Regulatory Processes Predict Different Hypermedia Learning Outcomes?Roger Azevedo, Amy M. Witherspoon, Shanna Baker, Jeffrey Greene, Daniel Moos, Jeremiah Sullins, Andrew Trousdale, Jennifer Scott. 527-529
- Assessing Learning in a Peer-Driven Tutoring SystemAri Bader-Natal, Jordan B. Pollack. 530-532
- Evaluating a Collaborative Constraint-based Tutor for UML Class DiagramsNilufar Baghaei, Antonija Mitrovic. 533-535
- Intelligent Tutoring and Human Tutoring in Small Groups: An Empirical ComparisonCarole R. Beal, Erin Shaw, Mike Birch. 536-538
- Student Motivation and Performance in Scientific Problem Solving SimulationsCarole R. Beal, Ronald H. Stevens. 539-541
- Developing a Text Support Tool for English Language LearnersJill Burstein, Jane Shore, John Sabatini, Yong-Won Lee, Matthew Ventura. 542-544
- On Issues of Feature Extraction in Chinese Automatic Essay Scoring SystemTao-Hsing Chang, Chia-Hoang Lee, Hak-Ping Tam. 545-547
- Domain-Specific and Domain-Independent Interactive Behaviors in AndesMin Chi, Kurt VanLehn. 548-550
- Porting an Intelligent Tutoring System across DomainsMin Chi, Kurt VanLehn. 551-553
- Learning from Collaboratively Observing Videos during Problem Solving with AndesScotty D. Craig, Kurt VanLehn, Soniya Gadgil, Micki Chi. 554-556
- Linking Educational Materials to Encyclopedic KnowledgeAndras Csomai, Rada Mihalcea. 557-559
- Verification of Proof Steps for Tutoring Mathematical ProofsDominik Dietrich, Mark Buckley. 560-562
- Motivationally Intelligent Systems: Diagnosis and FeedbackBenedict du Boulay, Genaro Rebolledo-Mendez, Rosemary Luckin, Erika Martínez-Mirón. 563-565
- Choosing Reading Passages for Vocabulary Learning by Topic to Increase Intrinsic MotivationMichael Heilman, Alan Juffs, Maxine Eskenazi. 566-568
- Emotions and Learning with AutoTutorArthur C. Graesser, Patrick Chipman, Brandon King, Bethany McDaniel, Sidney K. D Mello. 569-571
- Standard-Compliant Scenario Building with Theoretical Justification in a Theory-Aware Authoring ToolYusuke Hayashi, Jacqueline Bourdeau, Riichiro Mizoguchi. 572-574
- Using Multinets for Learner ModellingMathieu Hibou, Jean-Marc Labat. 575-577
- Using Ontologies for an Effective Design of Collaborative Learning ActivitiesSeiji Isotani, Riichiro Mizoguchi. 578-580
- Topic Initiative in a Simulated Peer Dialogue AgentPamela W. Jordan. 581-583
- Mirroring of Group Activity to Support Learning as ParticipationJudy Kay, Peter Reimann, Kalina Yacef. 584-586
- Open Learner Models: Opinions of School Education ProfessionalsAlice Kerly, Susan Bull. 587-589
- Novel Tools for Assessing Student Discussions: Modeling threads and participant roles using speech act and course topic analysisJihie Kim, Erin Shaw, Grace Chern, Roshan Herbert. 590-592
- Evaluating of a Scaffolding System for Supporting Less Experienced Feedback GiversDuenpen Kochakornjarupong, Paul Brna. 593-595
- The Effect of Open Student Model on Learning: A StudyAmruth Kumar, Adrian Maries. 596-598
- The Effects of Error-Flagging in a Tutor on Expression EvaluationAmruth Kumar, Peter Rutigliano. 599-601
- Paragraph Development Schemata to Support English CompositionHidenobu Kunichika, Akira Takeuchi. 602-604
- Understanding Student Answers In Introductory Physics CoursesChun Wai Liew, Joel A. Shapiro, Donald E. Smith, Ryan McCall. 605-607
- Learning Tutorial Rules Using Classification Based On AssociationsXin Lu, Barbara Di Eugenio, Stellan Ohlsson. 608-610
- The Effect of Problem Templates on Learning in Intelligent Tutoring SystemsMoffat Mathews, Antonija Mitrovic. 611-613
- Situation Creator: A Pedagogical Agent Creating Learning OpportunitiesYongwu Miao, Heinz Ulrich Hoppe, Niels Pinkwart. 614-616
- Fitting Spatial Ability into Intelligent Tutoring Systems DevelopmentNancy Milik, Antonija Mitrovic, Michael Grimley. 617-619
- Further Evidence for the Deep-Level Reasoning Question EffectBrent Morgan, Roby Coles, Josh Brittingham, Barry Gholson. 620-622
- A Framework for Problem-Solving Knowledge Mining from Users ActionsRoger Nkambou, Engelbert Mephu Nguifo, Olivier Couturier, Philippe Fournier-Viger. 623-625
- Analyzing Fine-Grained Skill Models Using Bayesian and Mixed Effects MethodsZachary A. Pardos, Mingyu Feng, Neil T. Heffernan, Cristina Linquist-Heffernan. 626-628
- Automated Assessment of Problem Difficulty in Mathematical AnalysisIldikó Pelczer, Fernando Gamboa. 629-631
- Automatically Generated Inspectable Learning Models for StudentsDiana Rosario Pérez Marín, Ismael Pascual-Nieto, Enrique Alfonseca, Pilar Rodríguez. 632-634
- In-game help in the Tactical Language Training SystemPrasan Samtani, W. Lewis Johnson. 635-637
- Supporting Learning Design via dynamic generation of learning routes in ADAPTAPlanOlga C. Santos, Jesus Boticario. 638-640
- Developing Seamless Learning Environment for Primary Science EducationPeter Seow, Chee-Kit Looi, Baohui Zhang. 641-643
- Optimizing Student Models for CausalityBenjamin Shih, Kenneth R. Koedinger, Richard Scheines. 644-646
- Sun Seeking: Interactive Story-Reading Through Different MediaHilary Smith, Rosemary Luckin, Danae Stanton Fraser, Lisa Williams, Andreas Dünser, Eva Hornecker, Adrian Woolard, Brendan Lancaster. 647-649
- Effect of Metacognitive Support on Student Behaviors in Learning by Teaching EnvironmentsJason Tan, John Wagster, Yanna Wu, Gautam Biswas. 650-652
- A Multi-Dimensional Paper RecommenderTiffany Ya Tang, Gordon I. McCalla. 653-655
- Learners Self-Organization as a First-Class Concern for CSCL Macro-ScriptsPierre Tchounikine. 656-658
- Supporting Collaborative Idea Generation: A Closer Look Using Statistical Process Analysis TechniquesHao-Chuan Wang, Carolyn Penstein Rosé. 659-661
- Context Based Classification for Automatic Collaborative Learning Process AnalysisYi-Chia Wang, Mahesh Joshi, Carolyn Penstein Rosé, Frank Fischer, Armin Weinberger, Karsten Stegmann. 662-664
- Towards a General Model for Supporting Explanations to Enhance LearningAmali Weerasinghe, Antonija Mitrovic, Brent Martin. 665-667
- Atomic Dynamic Bayesian Networks for a Responsive Student ModelFang Wei, Glenn D. Blank. 668-670
- The Distribution of Student Errors Across Schools: An Initial StudyRob R. Weitz, Neil T. Heffernan, Viswanathan Kodaganallur, David Rosenthal. 671-673
- Towards Learning Knowledge ObjectsAmal Zouaq, Roger Nkambou, Claude Frasson. 674-676
- Toward a Generic Cognitive Model of Knowledge Representation - A Case Study of Problem Solving in DC Electrical CircuitsAmir Abdessemed, Mehdi Najjar, André Mayers, Habib Hamam. 679-680
- Students Conception of Knowledge and Its Link to Knowledge Monitoring in Ill-Structured Subjects: The Potential of Representational Tools to Support LearningKaterina Avramides. 681-682
- Learning Engagement: What Actions of Learners Could Best Predict It?Mihaela Cocea. 683-684
- Adaptive Generation of Feedback in a Learning Environment with Smart ObjectsBjörn Eisen. 685-686
- Towards promoting meta-cognition using emotive interface personas within Open-Learner Modelling EnvironmentsSylvie Girard. 687-688
- Towards A Virtual Teaching Assistant to Answer Questions Asked by Students in Introductory Computer ScienceCecily Heiner. 689-690
- Exploring Narrative as a Cognitive Aid in Educational Video GamesAlan Koenig. 691-692
- Coping with Frustration: Self-efficacy Modelling and Empathetic Companion AgentsScott W. McQuiggan. 693-694
- Modeling Engagement in Educational Adaptive HypermediaJabari O. Pulliam, Robert Sajan, Katja Hofmann. 695-696
- Applying Learning Factors Analysis to Build Stereotypic Student ModelsAnna N. Rafferty, Michael Yudelson. 697-698
- A Student Model Based on Item Response Theory for TuTalk, a Tutorial Dialogue AgentMichael A. Ringenberg. 699-700
- Automating the Generation of Student Models for Intelligent Tutoring SystemsJohn C. Stamper. 701-702
- Supporting Learning in Games with an Open Learner ModelDavid Storey. 703-704
- Developing a General Model for Supporting ExplanationsAmali Weerasinghe. 705-706
- Incorporating Reflection Prompts into Learning-by-Teaching Environment to Foster Reflective Student TeacherLongkai Wu. 707-708
- Are We Asking the Right Questions? Understanding Which Tasks Lead to the Robust Learning of the English Article SystemRuth Wylie. 709-710
- AIED Applications in Ill-Defined DomainsVincent Aleven, Kevin D. Ashley, Collin Lynch, Niels Pinkwart. 713
- Assessment of Group and Individual Learning through Intelligent Visualization (AGILeViz)Eric Hamilton, Amy L. Baylor, Mark Chavez, Ronald Cole, Chris DiGiano, Andy Hurford, Michael J. Jacobson, Manu Kapur, Leo Lee, Richard Lesh, Manuel Lima, Philip Vahey. 714
- The Design of AIED Systems: Learner-Centred and Design Pattern ApproachesVladan Devedzic, Judith Good, Andreas Harrer, Rosemary Luckin, Darren Pearce, Symeon Retalis, Judy Robertson. 715
- Educational Data Mining WorkshopCecily Heiner, Neil Hefferman, Tiffany Barnes. 716
- Emerging Technologies for Inquiry-Based Learning in ScienceDawn Woodgate, Danae Stanton Fraser. 717
- From Communities of Interest to Social Learning CommunitiesBeatriz Barros, Julita Vassileva. 718
- Modeling and Scaffolding Affective Experiences to Impact LearningSidney K. D Mello, Scotty D. Craig, Rana El Kaliouby, Madeline Alsmeyer, Genaro Rebolledo-Mendez. 719
- Narrative Learning EnvironmentsMark Riedl, Isabel Machado Alexandre, Brian Magerko, Ana Paiva, H. Chad Lane. 720
- SWEL 07: International Workshop on Ontologies and Semantic Web Services for Intelligent Distributed Educational SystemsNicola Capuano, Darina Dicheva, Andreas Harrer, Riichiro Mizoguchi. 721
- Workshop on Metacognition and Self-Regulated Learning in ITSsIdo Roll, Vincent Aleven, Roger Azevedo, Ryan Shaun Joazeiro de Baker, Gautam Biswas, Cristina Conati, Amanda Harris, Rosemary Luckin, Antonija Mitrovic, Tom Murray, Barbara White, Philip H. Winne. 722
- Authoring Constraint-Based Tutoring SystemsAntonija Mitrovic, Stellan Ohlsson, Brent Martin, Pramuditha Suraweera. 725
- Developing Agent-Based Aied Systems under the Perspective of the Semantic WebEvandro Costa, Ig Ibert Bittencourt. 726
- Mediating Conceptual Knowledge with Qualitative Reasoning TechnologyBert Bredeweg, Paulo Salles. 727
- Rapidly Creating a Tutorial Dialogue System Using the TuTalk Tool SuitePamela W. Jordan, Kurt VanLehn. 728
- TagHelper Tools: Tools for Supporting the Analysis of Verbal DataCarolyn Penstein Rosé. 729
- Interactive Event: Ontological Domain Modeling of Constraint-Based ItsBrent Martin, Antonija Mitrovic, Pramuditha Suraweera. 733
- Tactical Language and Culture Training System: Learn and AuthorW. Lewis Johnson. 734