Table of Contents

• Metacognitively Guided Study in the Region of Proximal LearningJanet Metcalfe. 1-2 [doi]
• Multiple Mechanisms for Deep Learning: Overcoming Diminishing Returns in Instructional SystemsStellan Ohlsson. 3-4 [doi]
• Cognitive Load Theory and E-LearningJohn Sweller. 5-6 [doi]
• Social Communication between Virtual Characters and Children with AutismAlyssa Alcorn, Helen Pain, Gnanathusharan Rajendran, Tim Smith, Oliver Lemon, Kaska Porayska-Pomsta, Mary Ellen Foster, Katerina Avramides, Christopher Frauenberger, Sara Bernardini. 7-14 [doi]
• A Comparison of the Effects of Nine Activities within a Self-directed Learning Environment on Skill-Grained LearningAri Bader-Natal, Thomas Lotze, Daniel Furr. 15-22 [doi]
• Towards Predicting Future Transfer of LearningRyan Shaun Joazeiro de Baker, Sujith M. Gowda, Albert T. Corbett. 23-30 [doi]
• Modeling Engagement Dynamics in Spelling LearningGian-Marco Baschera, Alberto Giovanni Busetto, Severin Klingler, Joachim M. Buhmann, Markus H. Gross. 31-38 [doi]
• Assessment of Learners Attention While Overcoming Errors and Obstacles: An Empirical StudyLotfi Derbali, Pierre Chalfoun, Claude Frasson. 39-46 [doi]
• Lattice-Based Approach to Building Templates for Natural Language Understanding in Intelligent Tutoring SystemsShrenik Devasani, Gregory Aist, Stephen Bruce Blessing, Stephen B. Gilbert. 47-54 [doi]
• Motivational ProcessesBenedict du Boulay. 55-62 [doi]
• Using Tutors to Improve Educational GamesMatthew W. Easterday, Vincent Aleven, Richard Scheines, Sharon M. Carver. 63-71 [doi]
• A Cognitive Tutoring Agent with Episodic and Causal Learning CapabilitiesUsef Faghihi, Philippe Fournier-Viger, Roger Nkambou. 72-80 [doi]
• When Does Disengagement Correlate with Learning in Spoken Dialog Computer Tutoring?Katherine Forbes-Riley, Diane J. Litman. 81-89 [doi]
• Peering Inside Peer Review with Bayesian ModelsIlya M. Goldin, Kevin D. Ashley. 90-97 [doi]
• Modeling Confusion: Facial Expression, Task, and Discourse in Task-Oriented Tutorial DialogueJoseph F. Grafsgaard, Kristy Elizabeth Boyer, Robert Phillips, James C. Lester. 98-105 [doi]
• Extending a Teachable Agent with a Social Conversation Module - Effects on Student Experiences and LearningAgneta Gulz, Magnus Haake, Annika Silvervarg. 106-114 [doi]
• Text Categorization for Assessing Multiple Documents Integration, or John Henry Visits a Data MinePeter Hastings, Simon Hughes, Joe Magliano, Susan Goldman, Kim Lawless. 115-122 [doi]
• Learning by Problem-Posing for Reverse-Thinking ProblemsTsukasa Hirashima, Megumi Kurayama. 123-130 [doi]
• Affect Detection from Multichannel Physiology during Learning Sessions with AutoTutorM. Sazzad Hussain, Omar AlZoubi, Rafael A. Calvo, Sidney K. D Mello. 131-138 [doi]
• Short and Long Term Benefits of Enjoyment and Learning within a Serious GameG. Tanner Jackson, Kyle B. Dempsey, Danielle S. McNamara. 139-146 [doi]
• Error-Flagging Support and Higher Test ScoresAmruth N. Kumar. 147-154 [doi]
• Intelligent Tutoring Goes to the Museum in the Big City: A Pedagogical Agent for Informal Science EducationH. Chad Lane, Dan Noren, Daniel Auerbach, Mike Birch, William R. Swartout. 155-162 [doi]
• Modeling Narrative-Centered Tutorial Decision Making in Guided Discovery LearningSeung Y. Lee, Bradford W. Mott, James C. Lester. 163-170 [doi]
• Inducing and Tracking Confusion with Contradictions during Critical Thinking and Scientific ReasoningBlair Lehman, Sidney K. D Mello, Amber Chauncey Strain, Melissa Gross, Allyson Dobbins, Patricia S. Wallace, Keith K. Millis, Arthur C. Graesser. 171-178 [doi]
• Students Understanding of Their Student ModelYanjin Long, Vincent Aleven. 179-186 [doi]
• Workflow-Based Assessment of Student Online Activities with Topic and Dialogue Role ClassificationJun Ma, Jeon-Hyung Kang, Erin Shaw, Jihie Kim. 187-195 [doi]
• Modelling and Identifying Collaborative Situations in a Collocated Multi-display Groupware SettingRoberto Martínez Maldonado, James R. Wallace, Judy Kay, Kalina Yacef. 196-204 [doi]
• Adapted Feedback Supported by Interactions of Blended-Learning Actors: A ProposalMaite Martín, Ainhoa Alvarez, Isabel Fernández-Castro, Maite Urretavizcaya. 205-212 [doi]
• Learning by Teaching SimStudent - An Initial Classroom Baseline Study Comparing with Cognitive TutorNoboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada, Gabriel Stylianides, William W. Cohen, Kenneth R. Koedinger. 213-221 [doi]
• When Is It Best to Learn with All Worked Examples?Bruce M. McLaren, Seiji Isotani. 222-229 [doi]
• Toward Exploiting EEG Input in a Reading TutorJack Mostow, Kai-min Chang, Jessica Nelson. 230-237 [doi]
• Persistent Effects of Social Instructional Dialog in a Virtual Learning EnvironmentAmy Ogan, Vincent Aleven, Christopher Jones, Julia Kim. 238-246 [doi]
• A Teachable-Agent Arithmetic Game s Effects on Mathematics Understanding, Attitude and Self-efficacyLena Pareto, Tobias Arvemo, Ylva Dahl, Magnus Haake, Agneta Gulz. 247-255 [doi]
• Using Contextual Factors Analysis to Explain Transfer of Least Common Multiple SkillsPhilip I. Pavlik, Michael Yudelson, Kenneth R. Koedinger. 256-263 [doi]
• Scenario-Based Training: Director s CutMarieke Peeters, Karel van den Bosch, John-Jules Ch. Meyer, Mark A. Neerincx. 264-271 [doi]
• Classroom Video Assessment and Retrieval via Multiple Instance LearningQifeng Qiao, Peter A. Beling. 272-279 [doi]
• Faster Teaching by POMDP PlanningAnna N. Rafferty, Emma Brunskill, Thomas L. Griffiths, Patrick Shafto. 280-287 [doi]
• Metacognitive Practice Makes Perfect: Improving Students Self-Assessment Skills with an Intelligent Tutoring SystemIdo Roll, Vincent Aleven, Bruce M. McLaren, Kenneth R. Koedinger. 288-295 [doi]
• Self-assessment of Motivation: Explicit and Implicit Indicators in L2 Vocabulary LearningKevin Dela Rosa, Maxine Eskenazi. 296-303 [doi]
• Detecting Carelessness through Contextual Estimation of Slip Probabilities among Students Using an Intelligent Tutor for MathematicsMaria Ofelia Clarissa Z. San Pedro, Ryan Shaun Joazeiro de Baker, Ma. Mercedes T. Rodrigo. 304-311 [doi]
• A Laboratory of Knowledge-Making for Personal Inquiry LearningMike Sharples, Trevor D. Collins, Markus Feißt, Mark Gaved, Paul Mulholland, Mark Paxton, Michael Wright. 312-319 [doi]
• Early Prediction of Cognitive Tool Use in Narrative-Centered Learning EnvironmentsLucy R. Shores, Jonathan P. Rowe, James C. Lester. 320-327 [doi]
• Feedback during Web-Based Homework: The Role of HintsRavi Singh, Muhammad Saleem, Prabodha Pradhan, Cristina Heffernan, Neil T. Heffernan, Leena M. Razzaq, Matthew D. Dailey, Cristine O Connor, Courtney Mulcahy. 328-336 [doi]
• Transferring Teaching to Testing - An Unexplored Aspect of Teachable AgentsBjörn Sjödén, Betty Tärning, Lena Pareto, Agneta Gulz. 337-344 [doi]
• Experimental Evaluation of Automatic Hint Generation for a Logic TutorJohn C. Stamper, Michael Eagle, Tiffany Barnes, Marvin J. Croy. 345-352 [doi]
• Human-Machine Student Model Discovery and Improvement Using DataShopJohn C. Stamper, Kenneth R. Koedinger. 353-360 [doi]
• Talk Like an Electrician: Student Dialogue Mimicking Behavior in an Intelligent Tutoring SystemNatalie B. Steinhauser, Gwendolyn E. Campbell, Leanne S. Taylor, Simon Caine, Charlie Scott, Myroslava Dzikovska, Johanna D. Moore. 361-368 [doi]
• Dynamic Guidance for Task-Based Exploratory LearningJames M. Thomas, R. Michael Young. 369-376 [doi]
• Clustering Students to Generate an Ensemble to Improve Standard Test Score PredictionsShubhendu Trivedi, Zachary A. Pardos, Neil T. Heffernan. 377-384 [doi]
• Using Automated Dialog Analysis to Assess Peer Tutoring and Trigger Effective SupportErin Walker, Nikol Rummel, Kenneth R. Koedinger. 385-393 [doi]
• Evaluating a General Model of Adaptive Tutorial DialoguesAmali Weerasinghe, Antonija Mitrovic, David Thomson, Pavle Mogin, Brent Martin. 394-402 [doi]
• A Reflective Tutoring Framework Using Question Prompts for Scaffolding of ReflectionLongkai Wu, Chee-Kit Looi. 403-410 [doi]
• A Simple Method of Representing Reusable Strategic Knowledge for MT TutoringAmir Abdessemed, André Mayers. 411-413 [doi]
• COMET: Context Ontology for Mobile Education TechnologySohaib Ahmed, David Parsons. 414-416 [doi]
• Scaffolding to Support Learning of Ecology in Simulation EnvironmentsSatabdi Basu, Gautam Biswas, Pratim Sengupta. 417-419 [doi]
• Context-Dependent Help for the DynaLearn Modelling and Simulation WorkbenchWouter Beek, Bert Bredeweg, Sander Latour. 420-422 [doi]
• Evaluation of WebxPST: A Browser-Based Authoring Tool for Problem-Specific TutorsStephen Bruce Blessing, Shrenik Devasani, Stephen B. Gilbert. 423-425 [doi]
• Gesture-Based Affect Modeling for Intelligent Tutoring SystemsDana May Bustos, Geoffrey Loren Chua, Richard Thomas Cruz, Jose Miguel Santos, Merlin Teodosia Suarez. 426-428 [doi]
• Turn on the TV to turn off the TV: An Application of Adaptive Learning Television to Discuss the TelevisionAna C. A. de Campos, Fabio N. Akhras. 429-431 [doi]
• Scaffolding Metacognitive Processes in the Ecolab: Help-Seeking and Achievement Goal OrientationAmanda Carr, Rosemary Luckin, Katerina Avramides, Nicola Yuill. 432-434 [doi]
• Learning with ALEKS: The Impact of Students Attendance in a Mathematics After-School ProgramScotty D. Craig, Celia Anderson, Anna Bargagloitti, Arthur C. Graesser, Theresa Okwumabua, Allan Sterbinsky, Xiangen Hu. 435-437 [doi]
• Predicting Human Scores of Essay Quality Using Computational Indices of Linguistic and Textual FeaturesScott A. Crossley, Rod Roscoe, Danielle S. McNamara. 438-440 [doi]
• ProTutor: Historic Open Learner Models for Pronunciation TutoringCarrie Demmans Epp, Gordon I. McCalla. 441-443 [doi]
• Does Self-Efficacy Matter When Generating Feedback?Matt Dennis, Judith Masthoff, Helen Pain, Chris Mellish. 444-446 [doi]
• Physiological Evaluation of Attention Getting Strategies during Serious Game PlayLotfi Derbali, Claude Frasson. 447-449 [doi]
• Does Topic Matter? Topic Influences on Linguistic and Rubric-Based Evaluation of WritingNia Dowell, Sidney K. D Mello, Caitlin Mills, Arthur C. Graesser. 450-452 [doi]
• Thinking with Your Hands: Interactive Graphical Representations in a Tutor for Fractions LearningLaurens Feenstra, Vincent Aleven, Nikol Rummel, Martina A. Rau, Niels Taatgen. 453-455 [doi]
• Classification Techniques for Assessing Student Collaboration in Shared Wiki SpacesChitrabharathi Ganapathy, Jeon-Hyung Kang, Erin Shaw, Jihie Kim. 456-458 [doi]
• A Common Model of Didactic and Collaborative Learning for Theory-Aware Authoring SupportYusuke Hayashi, Seiji Isotani, Jacqueline Bourdeau, Riichiro Mizoguchi. 459-461 [doi]
• Carelessness and Goal Orientation in a Science MicroworldArnon Hershkovitz, Michael Wixon, Ryan Shaun Joazeiro de Baker, Janice D. Gobert, Michael Sao Pedro. 462-465 [doi]
• Kit-Build Concept Map for Automatic DiagnosisTsukasa Hirashima, Kazuya Yamasaki, Hiroyuki Fukuda, Hideo Funaoi. 466-468 [doi]
• The Effects of Domain and Collaboration Feedback on Learning in a Collaborative Intelligent Tutoring SystemJay Holland, Nilufar Baghaei, Moffat Mathews, Antonija Mitrovic. 469-471 [doi]
• Multimodal Affect Detection from Physiological and Facial Features during ITS InteractionM. Sazzad Hussain, Rafael A. Calvo. 472-474 [doi]
• Students Enjoyment of a Game-Based Tutoring SystemG. Tanner Jackson, Natalie L. Davis, Danielle S. McNamara. 475-477 [doi]
• Optional Finer Granularity in an Open Learner ModelMatt Johnson, Susan Bull. 478-480 [doi]
• Contextualized Reflective Support in Designing Instruction Based on Both Theory and PracticeToshinobu Kasai, Kazuo Nagano, Riichiro Mizoguchi. 481-483 [doi]
• Problem-Solution Process by Means of a Hierarchical Metacognitive ModelMichiko Kayashima, Alejandro Peña Ayala, Riichiro Mizoguchi. 484-486 [doi]
• Modeling Mentoring Dialogue within a Teacher Social Networking SiteJihie Kim, Yu-Han Chang, Sen Cai, Saurabh Dhupar. 487-490 [doi]
• Sentiment-Oriented Summarisation of Peer ReviewsSunghwan Mac Kim, Rafael A. Calvo. 491-493 [doi]
• Design Dimensions of Intelligent Text Entry TutorsPer Ola Kristensson. 494-496 [doi]
• SMART: Speech-enabled Mobile Assisted Reading Technology for Word ComprehensionAnuj Kumar, Pooja Reddy, Matthew Kam. 497-499 [doi]
• Enhancing the Error Diagnosis Capability for Constraint-Based Tutoring SystemsNguyen-Thinh Le, Niels Pinkwart. 500-503 [doi]
• Question Taxonomy and Implications for Automatic Question GenerationMing Liu, Rafael A. Calvo. 504-506 [doi]
• Agent-Mediated Immersion in Virtual World: The Implications for Science LearningChee-Kit Looi, Longkai Wu, Beaumie Kim, Chunyan Miao. 507-509 [doi]
• Virtual Manipulatives in a Computer-Based Learning Environment: How Experimental Data Informs the Design of Future SystemsMaria Mendiburo, Gautam Biswas. 510-512 [doi]
• Typed versus Spoken Conversations in a Multi-party Epistemic GameBrent Morgan, Candice Burkett, Elizabeth Bagley, Arthur C. Graesser. 513-515 [doi]
• Statistical Relational Learning in Student Modeling for Intelligent Tutoring SystemsWilliam R. Murray. 516-518 [doi]
• Use of the DynaLearn Learning Environment by Naïve Student Modelers: Implications for Automated SupportRichard Noble, Bert Bredeweg. 519-521 [doi]
• Learning on Semantic Social Networks: A Distributed Description Logic-Based ApproachMourad Ouziri, Salima Benbernou. 522-524 [doi]
• Generating Task-Specific Next-Step Hints Using Domain-Independent StructuresLuc Paquette, Jean-François Lebeau, Jean Pierre Mbungira, André Mayers. 525-527 [doi]
• Causal Modeling of User Data from a Math Learning Environment with Game-Like ElementsDovan Rai, Joseph E. Beck. 528-530 [doi]
• Facilitating Communication with Open Learner Models: A Semiotic Engineering PerspectivePeter Reimann, Susan Bull. 531-533 [doi]
• When Off-Task is On-Task: The Affective Role of Off-Task Behavior in Narrative-Centered Learning EnvironmentsJennifer Sabourin, Jonathan P. Rowe, Bradford W. Mott, James C. Lester. 534-536 [doi]
• Evaluating the Use of Qualitative Reasoning Models in Scientific Education of Deaf StudentsPaulo Salles, Mônica M. R. Pereira, Gisele M. Feltrini, Lilian Pires, Heloisa Lima-Salles. 537-540 [doi]
• :::: TORMES Methodology to Elicit Educational Oriented Recommendations ::::Olga C. Santos, Jesus Boticario. 541-543 [doi]
• Will Structuring the Collaboration of Students Improve Their Argumentation?Oliver Scheuer, Bruce M. McLaren, Maralee Harrell, Armin Weinberger. 544-546 [doi]
• Investigating the Relationship between Dialogue Responsiveness and Learning in a Teachable Agent EnvironmentJames Segedy, John S. Kinnebrew, Gautam Biswas. 547-549 [doi]
• Using Graphical Models to Classify Dialogue Transition in Online Q&A DiscussionsSoo Won Seo, Jeon-Hyung Kang, Joanna Drummond, Jihie Kim. 550-553 [doi]
• An Integrated Framework as a Foundation to Develop Meta-learning Support SystemsKazuhisa Seta, Hiroshi Maeno, Motohide Umano, Mitsuru Ikeda. 554-556 [doi]
• Managing the Educational Dataset Lifecycle with DataShopJohn C. Stamper, Kenneth R. Koedinger, Ryan Shaun Joazeiro de Baker, Alida Skogsholm, Brett Leber, Sandy Demi, Shawnwen Yu, Duncan Spencer. 557-559 [doi]
• Eliciting Intelligent Novice Behaviors with Grounded Feedback in a Fraction Addition TutorEliane Stampfer, Yanjin Long, Vincent Aleven, Kenneth R. Koedinger. 560-562 [doi]
• Competence-Based Knowledge Space Theory as a Framework for Intelligent Metacognitive ScaffoldingChristina M. Steiner, Dietrich Albert. 563-565 [doi]
• Emotion Regulation during LearningAmber Chauncey Strain, Sidney K. D Mello. 566-568 [doi]
• Towards a Physical and Personal Math Coin Tutoring SystemGeorgios Theocharous, Nicholas J. Butko, Matthai Philipose. 569-571 [doi]
• Does Supporting Multiple Student Strategies in Intelligent Tutoring Systems Lead to Better Learning?Maaike Waalkens, Vincent Aleven, Niels Taatgen. 572-574 [doi]
• Observations of Collaboration in Cognitive Tutor Use in Latin AmericaErin Walker, Amy Ogan, Ryan Shaun Joazeiro de Baker, Adriana M. J. B. de Carvalho, Tania Laurentino, Genaro Rebolledo-Mendez, Maynor Jimenez Castro. 575-577 [doi]
• Cohesion / Knowledge Interactions in Post-tutoring Reflective TextArthur Ward, Diane J. Litman. 578-581 [doi]
• Ontology-Supported Scaffolding of Concept MapsStefan Weinbrenner, Jan Engler, Heinz Ulrich Hoppe. 582-584 [doi]
• Character Roles and Interaction in the DynaLearn Intelligent Learning EnvironmentMichael Wißner, Wouter Beek, Esther Lozano, Gregor Mehlmann, Floris Linnebank, Jochem Liem, Markus Häring, René Bühling, Jorge Gracia del Río, Bert Bredeweg, Elisabeth André. 585-587 [doi]
• Effects of Adaptive Prompted Self-explanation on Robust Learning of Second Language GrammarRuth Wylie, Melissa Sheng, Teruko Mitamura, Kenneth R. Koedinger. 588-590 [doi]
• Corpus-Based Performance Analysis for Automatically Grading ::::Use of Language:::: in EssaysIraide Zipitria, Jon A. Elorriaga, Ana Arruarte Lasa. 591-593 [doi]
• Evaluating the Effects of a New Qualitative Simulation Software (DynaLearn) on Learning Behavior, Factual and Causal UnderstandingAndreas Zitek, Michaela Poppe, Michael Stelzhammer, Susanne Muhar, Bert Bredeweg. 594-596 [doi]
• Encouraging Students to Study More: Adapting Feedback to Personality and Affective StateMatt Dennis. 597-599 [doi]
• Motivational and Metacognitive Feedback: Linking the Past to the PresentAlison Hull, Benedict du Boulay. 600-602 [doi]
• Defining Solution Boundaries for EDM VisMatthew W. Johnson. 603-605 [doi]
• Automatic Generation of Deductive Logic Proof ProblemsBehrooz Mostafavi. 606-608 [doi]
• The MetaHistoReasoning Tool: Fostering Domain-Specific Metacognitive Processes While Learning through Historical InquiryEric Poitras, Susanne P. Lajoie, Jeffrey Nokes, Yuan-Jin Hong. 609-611 [doi]
• Automatic Identification of Affective States Using Student Log Data in ITSRamkumar Rajendran. 612-615 [doi]
• Training Emotion Regulation Strategies During Computerized Learning: A Method for Improving Learner Self-RegulationAmber Chauncey Strain, Sidney K. D Mello, Arthur C. Graesser. 616-618 [doi]
• Interactive Events SummaryH. Chad Lane, Brent Martin. 619 [doi]
• Knowledgeable Feedback via a Cast of Virtual Characters with Different CompetencesWouter Beek, Jochem Liem, Floris Linnebank, René Bühling, Michael Wißner, Esther Lozano, Jorge Gracia del Río, Bert Bredeweg. 620 [doi]
• Adaptive Intelligent Tutorial Dialogue in the BEETLE II SystemMyroslava Dzikovska, Amy Isard, Peter Bell, Johanna D. Moore, Natalie B. Steinhauser, Gwendolyn E. Campbell, Leanne S. Taylor, Simon Caine, Charlie Scott. 621 [doi]
• Authoring Step-Based ITS with ASTUS: An Interactive EventJean-François Lebeau, Luc Paquette, André Mayers. 622 [doi]
• Learning by Teaching SimStudent - Interactive EventNoboru Matsuda, Victoria Keiser, Rohan Raizada, Gabriel Stylianides, William W. Cohen, Kenneth R. Koedinger. 623 [doi]
• Monkey s Revenge: Coordinate Geometry Learning Environment with Game-Like ElementsDovan Rai, Joseph E. Beck. 624 [doi]
• Knowledge Construction with Causal Concept Maps in a Teachable Agent EnvironmentJames Segedy, John S. Kinnebrew, Gautam Biswas. 625 [doi]
• An Educational Math Game with a Teachable Agent and a Social ChatAnnika Silvervarg, Lena Pareto, Magnus Haake, Thomas Strandberg, Agneta Gulz. 626 [doi]
• ::::Inquire:::: for iPad: A Biology Textbook That Answers QuestionsAaron Spaulding, C. Adam Overholtzer, John Pacheco, Jing Tien, Vinay K. Chaudhri, David Gunning, Peter Clark. 627 [doi]
• DataShop: A Data Repository and Analysis Service for the Learning Science Community (Interactive Event)John C. Stamper, Kenneth R. Koedinger, Ryan Shaun Joazeiro de Baker, Alida Skogsholm, Brett Leber, Sandy Demi, Shawnwen Yu, Duncan Spencer. 628 [doi]
• Annie and FixIt: Showcasing Dynamic Guidance for Task-Based Exploratory LearningJames M. Thomas, R. Michael Young. 629 [doi]
• Facilitating Adaptive Tutorial Dialogues in EER-TutorAmali Weerasinghe, Antonija Mitrovic. 630-631 [doi]
• ::::First Workshop on ::::Artificial Intelligence in Education to Support the Social Inclusion of Communities (AIEDSIC)Fabio N. Akhras, Paul Brna. 632 [doi]
• ::::International Workshop on :::: Learning by Modelling in Science EducationBert Bredeweg, Paulo Salles. 633 [doi]
• ::::International workshop on ::::Authoring Simulation and Game-Based Intelligent TutoringPaula J. Durlach. 634 [doi]