Abstract is missing.
- Embodied Affect in Tutorial Dialogue: Student Gesture and PostureJoseph F. Grafsgaard, Joseph B. Wiggins, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester. 1-10 [doi]
- What Emotions Do Novices Experience during Their First Computer Programming Learning Session?Nigel Bosch, Sidney K. D'Mello, Caitlin Mills. 11-20 [doi]
- Defining the Behavior of an Affective Learning Companion in the Affective Meta-tutor ProjectSylvie Girard, Maria Elena Chavez Echeagaray, Javier Gonzalez Sanchez, Yoalli Hidalgo-Pontet, Lishan Zhang, Winslow Burleson, Kurt VanLehn. 21-30 [doi]
- Exploring the Relationships between Design, Students' Affective States, and Disengaged Behaviors within an ITSLakshmi S. Doddannara, Sujith M. Gowda, Ryan Shaun Joazeiro de Baker, Supreeth M. Gowda, Adriana M. J. B. de Carvalho. 31-40 [doi]
- Towards an Understanding of Affect and Knowledge from Student Interaction with an Intelligent Tutoring SystemMaria Ofelia Clarissa Z. San Pedro, Ryan Shaun Joazeiro de Baker, Sujith M. Gowda, Neil T. Heffernan. 41-50 [doi]
- Who Benefits from Confusion Induction during Learning? An Individual Differences Cluster AnalysisBlair Lehman, Sidney K. D'Mello, Arthur C. Graesser. 51-60 [doi]
- Aligning and Comparing Data on Emotions Experienced during Learning with MetaTutorJason M. Harley, François Bouchet, Roger Azevedo. 61-70 [doi]
- What Makes Learning Fun? Exploring the Influence of Choice and Difficulty on Mind Wandering and Engagement during LearningCaitlin Mills, Sidney K. D'Mello, Blair Lehman, Nigel Bosch, Amber Chauncey Strain, Arthur C. Graesser. 71-80 [doi]
- Automatically Generating Discussion QuestionsDavid Adamson, Divyanshu Bhartiya, Biman Gujral, Radhika Kedia, Ashudeep Singh, Carolyn Penstein Rosé. 81-90 [doi]
- Identifying Localization in Peer Reviews of Argument DiagramsHuy V. Nguyen, Diane J. Litman. 91-100 [doi]
- An Automatic Approach for Mining Patterns of Collaboration around an Interactive TabletopRoberto Martínez Maldonado, Judy Kay, Kalina Yacef. 101-110 [doi]
- A Learning Environment That Combines Problem-Posing and Problem-Solving ActivitiesKazuhisa Miwa, Hitoshi Terai, Shoma Okamoto, Ryuichi Nakaike. 111-120 [doi]
- ViewS in User Generated Content for Enriching Learning Environments: A Semantic Sensing ApproachDimoklis Despotakis, Vania Dimitrova, Lydia Lau, Dhavalkumar Thakker, Antonio Ascolese, Lucia Pannese. 121-130 [doi]
- Tangible Collaborative Learning with a Mixed-Reality Game: EarthShakeNesra Yannier, Kenneth R. Koedinger, Scott E. Hudson. 131-140 [doi]
- From a Customizable ITS to an Adaptive ITSNathalie Guin, Marie Lefevre. 141-150 [doi]
- Class vs. Student in a Bayesian Network Student ModelYutao Wang, Joseph Beck. 151-160 [doi]
- Comparing Student Models in Different Formalisms by Predicting Their Impact on Help SuccessSébastien Lallé, Jack Mostow, Vanda Luengo, Nathalie Guin. 161-170 [doi]
- Individualized Bayesian Knowledge Tracing ModelsMichael Yudelson, Kenneth R. Koedinger, Geoffrey J. Gordon. 171-180 [doi]
- Extending Knowledge Tracing to Allow Partial Credit: Using Continuous versus Binary NodesYutao Wang, Neil T. Heffernan. 181-188 [doi]
- Using Learner Modeling to Determine Effective Conditions of Learning for Optimal TransferJaclyn K. Maass, Philip I. Pavlik Jr.. 189-198 [doi]
- Visualising Multiple Data Sources in an Independent Open Learner ModelSusan Bull, Matthew D. Johnson, Mohammad AlOtaibi, William Byrne, Gabi Cierniak. 199-208 [doi]
- Discovering Behavior Patterns of Self-Regulated Learners in an Inquiry-Based Learning EnvironmentJennifer Sabourin, Bradford W. Mott, James C. Lester. 209-218 [doi]
- Supporting Students' Self-Regulated Learning with an Open Learner Model in a Linear Equation TutorYanjin Long, Vincent Aleven. 219-228 [doi]
- Inferring Learning from Gaze Data during Interaction with an Environment to Support Self-Regulated LearningDaria Bondareva, Cristina Conati, Reza Feyzi-Behnagh, Jason M. Harley, Roger Azevedo, François Bouchet. 229-238 [doi]
- Teammate Relationships Improve Help-Seeking Behavior in an Intelligent Tutoring SystemMinghui Tai, Ivon Arroyo, Beverly Park Woolf. 239-248 [doi]
- Skill Diaries: Improve Student Learning in an Intelligent Tutoring System with Periodic Self-AssessmentYanjin Long, Vincent Aleven. 249-258 [doi]
- Feedback and Revising in an Intelligent Tutoring System for Writing StrategiesRod D. Roscoe, Erica L. Snow, Danielle S. McNamara. 259-268 [doi]
- Using Automated Indices of Cohesion to Evaluate an Intelligent Tutoring System and an Automated Writing Evaluation SystemScott A. Crossley, Laura K. Varner, Rod D. Roscoe, Danielle S. McNamara. 269-278 [doi]
- Combining Semantic Interpretation and Statistical Classification for Improved Explanation Processing in a Tutorial Dialogue SystemMyroslava Dzikovska, Elaine Farrow, Johanna D. Moore. 279-288 [doi]
- Can Preschoolers Profit from a Teachable Agent Based Play-and-Learn Game in Mathematics?Anton Axelsson, Erik Anderberg, Magnus Haake. 289-298 [doi]
- Designing a Tangible Learning Environment with a Teachable AgentKasia Muldner, Cecil Lozano, Victor Girotto, Winslow Burleson, Erin Walker. 299-308 [doi]
- The Effects of a Pedagogical Agent for Informal Science Education on Learner Behaviors and Self-efficacyH. Chad Lane, Clara Cahill, Susan Foutz, Daniel Auerbach, Dan Noren, Catherine Lussenhop, William R. Swartout. 309-318 [doi]
- Differential Impact of Learning Activities Designed to Support Robust Learning in the Genetics Cognitive TutorAlbert T. Corbett, Benjamin A. MacLaren, Angela Z. Wagner, Linda R. Kauffman, Aaron P. Mitchell, Ryan Shaun Joazeiro de Baker. 319-328 [doi]
- Complementary Effects of Sense-Making and Fluency-Building Support for Connection Making: A Matter of Sequence?Martina A. Rau, Vincent Aleven, Nikol Rummel. 329-338 [doi]
- Examples and Tutored Problems: How Can Self-Explanation Make a Difference to Learning?Amir Shareghi Najar, Antonija Mitrovic. 339-348 [doi]
- Improving the Efficiency of Automatic Knowledge Generation through Games and SimulationsMark Floryan, Beverly Park Woolf. 349-358 [doi]
- Expectations of Technology: A Factor to Consider in Game-Based Learning EnvironmentsErica L. Snow, G. Tanner Jackson, Laura K. Varner, Danielle S. McNamara. 359-368 [doi]
- Personalizing Embedded Assessment Sequences in Narrative-Centered Learning Environments: A Collaborative Filtering ApproachWookhee Min, Jonathan P. Rowe, Bradford W. Mott, James C. Lester. 369-378 [doi]
- ReaderBench, an Environment for Analyzing Text Complexity and Reading StrategiesMihai Dascalu, Philippe Dessus, Stefan Trausan-Matu, Maryse Bianco, Aurélie Nardy. 379-388 [doi]
- Cluster-Based Prediction of Mathematical Learning PatternsTanja Käser, Alberto Giovanni Busetto, Barbara Solenthaler, Juliane Kohn, Michael von Aster, Markus H. Gross. 389-399 [doi]
- Integrating Perceptual Learning with External World Knowledge in a Simulated StudentNan Li, Yuandong Tian, William W. Cohen, Kenneth R. Koedinger. 400-410 [doi]
- Using the Ecological Approach to Create Simulations of Learning EnvironmentsGraham Erickson, Stephanie Frost, Scott Bateman, Gordon I. McCalla. 411-420 [doi]
- Using Data-Driven Discovery of Better Student Models to Improve Student LearningKenneth R. Koedinger, John C. Stamper, Elizabeth A. McLaughlin, Tristan Nixon. 421-430 [doi]
- Wheel-Spinning: Students Who Fail to Master a SkillJoseph E. Beck, Yue Gong. 431-440 [doi]
- A Matrix Factorization Method for Mapping Items to Skills and for Enhancing Expert-Based Q-MatricesMichel C. Desmarais, Rhouma Naceur. 441-450 [doi]
- Maximum Clique Algorithm for Uniform Test Forms AssemblyTakatoshi Ishii, Pokpong Songmuang, Maomi Ueno. 451-462 [doi]
- The Effect of Interaction Granularity on Learning with a Data Normalization TutorAmali Weerasinghe, Antonija Mitrovic, Amir Shareghi Najar, Jay Holland. 463-472 [doi]
- Revealing the Learning in Learning CurvesR. Charles Murray, Steven Ritter, Tristan Nixon, Ryan Schwiebert, Robert G. M. Hausmann, Brendon Towle, Stephen E. Fancsali, Annalies Vuong. 473-482 [doi]
- Deliberate System-Side Errors as a Potential Pedagogic Strategy for Exploratory Virtual Learning EnvironmentsAlyssa M. Alcorn, Judith Good, Helen Pain. 483-492 [doi]
- The Effects of Culturally Congruent Educational Technologies on Student AchievementSamantha L. Finkelstein, Evelyn Yarzebinski, Callie Vaughn, Amy Ogan, Justine Cassell. 493-502 [doi]
- ITS and the Digital Divide: Trends, Challenges, and OpportunitiesBenjamin D. Nye. 503-511 [doi]
- A Hypergraph Based Framework for Intelligent Tutoring of Algebraic ReasoningMiguel Arevalillo-Herráez, David Arnau. 512-521 [doi]
- Learner Differences and Hint ContentIlya M. Goldin, Ryan Carlson. 522-531 [doi]
- Guided Skill Practice as an Adaptive Scaffolding Strategy in Open-Ended Learning EnvironmentsJames Segedy, Gautam Biswas, Emily Feitl Blackstock, Akailah Jenkins. 532-541 [doi]
- Intelligent Augmented Reality Training for Assembly TasksGiles Westerfield, Antonija Mitrovic, Mark Billinghurst. 542-551 [doi]
- Users at the Center of Designing Informal Learning ExperiencesMaria Roussou. 552-553 [doi]
- Games, Motivation, and Integrating Intuitive and Formal UnderstandingDouglas B. Clark. 554-556 [doi]
- Lessons from Project LISTEN: What Have We Learned from a Reading Tutor That Listens?Jack Mostow. 557-558 [doi]
- The AIED Industry and Innovation TrackW. Lewis Johnson, Ari Bader-Natal. 559-560 [doi]
- Drill Evaluation for Training Procedural SkillsKaren L. Myers, Melinda T. Gervasio, Christian Jones, Kyle McIntyre, Kellie Keifer. 561-570 [doi]
- Adaptive Assessment in an Instructor-Mediated SystemJeremiah T. Folsom-Kovarik, Robert E. Wray, Laura Hamel. 571-574 [doi]
- Development of an Affect-Sensitive Agent for AplusixThor Collin S. Andallaza, Ma. Mercedes T. Rodrigo. 575-578 [doi]
- Assessment and Learning of Qualitative Physics in Newton's PlaygroundMatthew Ventura, Valerie J. Shute, Yoon Jeon Kim. 579-582 [doi]
- The PHP Intelligent Tutoring SystemDinesha Weragama, Jim Reye. 583-586 [doi]
- The Interplay between Affect and Engagement in Classrooms Using AIED SoftwareArnon Hershkovitz, Ryan Shaun Joazeiro de Baker, Gregory R. Moore, Lisa M. Rossi, Martin Van Velsen. 587-590 [doi]
- Towards Automated Analysis of Student ArgumentsNancy L. Green. 591-594 [doi]
- Automatic Detection of Concepts from Problem Solving TimesPetr Boros, Juraj Niznan, Radek Pelánek, Jirí Rihák. 595-598 [doi]
- Educational Potentials in Visually Androgynous Pedagogical AgentsAnnika Silvervarg, Magnus Haake, Agneta Gulz. 599-602 [doi]
- Plan Recognition for ELEs Using Interleaved Temporal SearchOriel Uzan, Reuth Dekel, Ya'akov (Kobi) Gal. 603-606 [doi]
- ExploreIT! An Adaptive Tutor in an Informal Learning EnvironmentStephen Bruce Blessing, Jeffrey S. Skowronek, Ana-Alycia Quintana. 607-610 [doi]
- Diagnosing Errors from Off-Path Steps in Model-Tracing TutorsLuc Paquette, Jean-François Lebeau, André Mayers. 611-614 [doi]
- Understanding the Difficulty Factors for Learning Materials: A Qualitative StudyKeejun Han, Mun Y. Yi, Gahgene Gweon, Jae-Gil Lee. 615-618 [doi]
- Mobile Testing for Authentic Assessment in the FieldYoshimitsu Miyasawa, Maomi Ueno. 619-623 [doi]
- Field Observations of Engagement in Reasoning MindJaclyn Ocumpaugh, Ryan Shaun Joazeiro de Baker, Steven Gaudino, Matthew J. Labrum, Travis Dezendorf. 624-627 [doi]
- Analyzer of Sentence Card Set for Learning by Problem-PosingTsukasa Hirashima, Megumi Kurayama. 628-631 [doi]
- Modelling Domain-Specific Self-regulatory Activities in Clinical ReasoningSusanne P. Lajoie, Eric Poitras, Laura Naismith, Geneviève Gauthier, Christina Summerside, Maedeh Kazemitabar, Tara Tressel, Lila Lee, Jeffrey Wiseman. 632-635 [doi]
- Pilot Test of a Natural-Language Tutoring System for Physics That Simulates the Highly Interactive Nature of Human TutoringSandra Katz, Patricia L. Albacete, Michael Ford, Pamela W. Jordan, Michael Lipschultz, Diane J. Litman, Scott Silliman, Christine Wilson. 636-639 [doi]
- Authoring Expert Knowledge Bases for Intelligent Tutors through CrowdsourcingMark Floryan, Beverly Park Woolf. 640-643 [doi]
- Towards Providing Feedback to Students in Absence of Formalized Domain ModelsSebastian Gross, Bassam Mokbel, Barbara Hammer, Niels Pinkwart. 644-648 [doi]
- Enhancing In-Museum Informal Learning by Augmenting Artworks with Gesture Interactions and AIED ParadigmsEmmanuel G. Blanchard, Alin Nicolae Zanciu, Haydar Mahmoud, James S. Molloy. 649-652 [doi]
- Measuring Procedural Knowledge in Problem Solving Environments with Item Response TheoryManuel Hernando, Eduardo Guzmán, Ricardo Conejo. 653-656 [doi]
- Analysis of Emotion and Engagement in a STEM Alternate Reality GameYu-Han Chang, Rajiv T. Maheswaran, Jihie Kim, Linwei Zhu. 657-660 [doi]
- Higher Automated Learning through Principal Component Analysis and Markov ModelsAlan Carlin, Danielle Dumond, Jared Freeman, Courtney Dean. 661-665 [doi]
- Evaluation of a Meta-tutor for Constructing Models of Dynamic SystemsLishan Zhang, Winslow Burleson, Maria Elena Chavez Echeagaray, Sylvie Girard, Javier Gonzalez Sanchez, Yoalli Hidalgo-Pontet, Kurt VanLehn. 666-669 [doi]
- Identification of Effective Learning BehaviorsPaul Salvador Inventado, Roberto S. Legaspi, Rafael Cabredo, Koichi Moriyama, Ken-ichi Fukui, Satoshi Kurihara, Masayuki Numao. 670-673 [doi]
- Modeling the Process of Online Q&A Discussions Using a Dialogue State ModelShitian Shen, Jihie Kim. 674-678 [doi]
- An Authoring Tool for Semi-automatic Generation of Self-assessment ExercisesBaptiste Cable, Nathalie Guin, Marie Lefevre. 679-682 [doi]
- Open Learner Models to Support Reflection on Brainstorming at Interactive TabletopsAndrew Clayphan, Roberto Martínez Maldonado, Judy Kay. 683-686 [doi]
- Predicting Low vs. High Disparity between Peer and Expert Ratings in Peer Reviews of Physics Lab ReportsHuy V. Nguyen, Diane J. Litman. 687-691 [doi]
- Linguistic Content Analysis as a Tool for Improving Adaptive InstructionLaura K. Varner, G. Tanner Jackson, Erica L. Snow, Danielle S. McNamara. 692-695 [doi]
- Situational Interest and Informational Text Comprehension: A Game-Based Learning PerspectiveLucy R. Shores, John L. Nietfeld. 696-699 [doi]
- Learner-Created Scenario for Investigative Learning with Web ResourcesAkihiro Kashihara, Naoto Akiyama. 700-703 [doi]
- Towards Identifying Students' Causal Reasoning Using Machine LearningJody Clarke-Midura, Michael Yudelson. 704-707 [doi]
- Social Personalized Adaptive E-Learning Environment: Topolor - Implementation and EvaluationLei Shi, George Gkotsis, Karen Stepanyan, Dana Al Qudah, Alexandra I. Cristea. 708-711 [doi]
- Adaptive Testing Based on Bayesian Decision TheoryMaomi Ueno. 712-716 [doi]
- Trust-Based Recommendations for Scientific Papers Based on the Researcher's Current InterestShaikhah Alotaibi, Julita Vassileva. 717-720 [doi]
- Modelling Students' Knowledge of EthicsMayya Sharipova, Gordon I. McCalla. 721-724 [doi]
- System Comparisons: Is There Life after Null?Natalie B. Steinhauser, Gwendolyn E. Campbell, Sarah Dehne, Myroslava Dzikovska, Johanna D. Moore. 725-728 [doi]
- Question Generation and Adaptation Using a Bayesian Network of the Learner's AchievementsMichael Wißner, Floris Linnebank, Jochem Liem, Bert Bredeweg, Elisabeth André. 729-732 [doi]
- Towards Empathic Virtual and Robotic TutorsGinevra Castellano, Ana Paiva, Arvid Kappas, Ruth Aylett, Helen Hastie, Wolmet Barendregt, Fernando Nabais, Susan Bull. 733-736 [doi]
- Can Online Peer-Review Systems Support Group Mentorship?Oluwabunmi Adewoyin, Julita Vassileva. 737-741 [doi]
- Emotions Detection from Math Exercises by Combining Several Data SourcesOlga C. Santos, Sergio Salmeron-Majadas, Jesus Boticario. 742-745 [doi]
- Illustrations or Graphs: Some Students Benefit from One over the OtherMichael Lipschultz, Diane J. Litman. 746-749 [doi]
- Prosodic Entrainment and Tutoring Dialogue SuccessJesse Thomason, Huy V. Nguyen, Diane J. Litman. 750-753 [doi]
- Assistance in Building Student Models Using Knowledge Representation and Machine LearningSébastien Lallé, Vanda Luengo, Nathalie Guin. 754-757 [doi]
- Tracking and Dynamic Scenario Adaptation System in Virtual EnvironmentKahina Amokrane-Ferka, Domitile Lourdeaux, Georges Michel. 758-761 [doi]
- How to Use Multiple Graphical Representations to Support Conceptual Learning? Research-Based Principles in the Fractions TutorMartina A. Rau, Vincent Aleven, Nikol Rummel. 762-765 [doi]
- Using HCI Task Modeling Techniques to Measure How Deeply Students ModelSylvie Girard, Lishan Zhang, Yoalli Hidalgo-Pontet, Kurt VanLehn, Winslow Burleson, Maria Elena Chavez Echeagaray, Javier Gonzalez Sanchez. 766-769 [doi]
- Auto-scoring Discovery and Confirmation Bias in Interpreting Data during Science Inquiry in a MicroworldJanice D. Gobert, Juelaila J. Raziuddin, Kenneth R. Koedinger. 770-773 [doi]
- A Teaching-Style Based Social Network for Didactic Building and SharingCarla Limongelli, Matteo Lombardi, Alessandro Marani, Filippo Sciarrone. 774-777 [doi]
- Turn-Taking Behavior in a Human Tutoring CorpusZahra Rahimi, Homa B. Hashemi. 778-782 [doi]
- An Automatic Marking System for Interactive Exercises on Blind Search AlgorithmsFoteini Grivokostopoulou, Ioannis Hatzilygeroudis. 783-786 [doi]
- Game Penalties Decrease Learning and InterestMatthew W. Easterday, Yelee Jo. 787-790 [doi]
- An Evaluation of the Effectiveness of Just-In-Time HintsRobert G. M. Hausmann, Annalies Vuong, Brendon Towle, Scott H. Fraundorf, R. Charles Murray, John Connelly. 791-794 [doi]
- Repairing Deactivating Negative Emotions with Student Progress PagesDovan Rai, Ivon Arroyo, Lynn Stephens, Cecil Lozano, Winslow Burleson, Beverly Park Woolf, Joseph E. Beck. 795-798 [doi]
- Searching for Predictors of Learning Outcomes in Non Abstract Eye Movement LogsJanice D. Gobert, Ermal Toto, Michael Brigham, Michael Sao Pedro. 799-802 [doi]
- Erroneous Examples as Desirable DifficultyDeanne Adams, Bruce M. McLaren, Richard E. Mayer, George Goguadze, Seiji Isotani. 803-806 [doi]
- Repairing Disengagement in Collaborative Dialogue for Game-Based LearningFernando J. Rodríguez, Natalie D. Kerby, Kristy Elizabeth Boyer. 807-810 [doi]
- An Exploration of Text Analysis Methods to Identify Social Deliberative SkillTom Murray, Xiaoxi Xu, Beverly Park Woolf. 811-814 [doi]
- Impact of Different Pedagogical Agents' Adaptive Self-regulated Prompting Strategies on Learning with MetaTutorFrançois Bouchet, Jason M. Harley, Roger Azevedo. 815-819 [doi]
- Class Distinctions: Leveraging Class-Level Features to Predict Student Retention PerformanceXiaolu Xiong, Joseph E. Beck, Shoujing Li. 820-823 [doi]
- Estimating the Effect of Web-Based HomeworkKim M. Kelly, Neil T. Heffernan, Cristina Heffernan, Susan R. Goldman, James Pellegrino, Deena Soffer Goldstein. 824-827 [doi]
- A Markov Decision Process Model of Tutorial Intervention in Task-Oriented DialogueChristopher Michael Mitchell, Kristy Elizabeth Boyer, James C. Lester. 828-831 [doi]
- Didactic Galactic: Types of Knowledge Learned in a Serious GameCarol Forsyth, Arthur C. Graesser, Breya Walker, Keith K. Millis, Philip I. Pavlik Jr., Diane F. Halpern. 832-835 [doi]
- A Comparison of Two Different Methods to Individualize Students and SkillsYutao Wang, Neil T. Heffernan. 836-839 [doi]
- On the Benefits (or Not) of a Clustering Algorithm in Student TrackingReva Freedman, Nathalie Japkowicz. 840-843 [doi]
- Programming Pathways: A Technique for Analyzing Novice Programmers' Learning TrajectoriesMarcelo Worsley, Paulo Blikstein. 844-847 [doi]
- Knowledge Maximizer: Concept-Based Adaptive Problem Sequencing for Exam PreparationRoya Hosseini, Peter Brusilovsky, Julio Guerra. 848-851 [doi]
- Worked Out Examples in Computer Science TutoringBarbara Di Eugenio, Lin Chen, Nick Green, Davide Fossati, Omar AlZoubi. 852-855 [doi]
- Student Coding Styles as Predictors of Help-Seeking BehaviorEngin Bumbacher, Alfredo Sandes, Amit Deutsch, Paulo Blikstein. 856-859 [doi]
- Search-Based Estimation of Problem Difficulty for HumansMatej Guid, Ivan Bratko. 860-863 [doi]
- Using Semantic Proximities to Control Contextualized Activities during Museum VisitsPierre-Yves Gicquel, Dominique Lenne, Claude Moulin. 864-867 [doi]
- Towards Evaluating and Modelling the Impacts of Mobile-Based Augmented Reality Applications on Learning and EngagementEric Poitras, Kevin Kee, Susanne P. Lajoie, Dana Cataldo. 868-871 [doi]
- An Intelligent Tutoring System to Teach DebuggingElizabeth Carter, Glenn D. Blank. 872-875 [doi]
- Mobile Adaptive Communication Support for Vocabulary AcquisitionCarrie Demmans Epp. 876-879 [doi]
- Utilizing Concept Mapping in Intelligent Tutoring SystemsJaclyn K. Maass, Philip I. Pavlik Jr.. 880-883 [doi]
- Discrepancy-Detection in Virtual Learning Environments for Young Children with ASCAlyssa M. Alcorn. 884-887 [doi]
- Towards an Integrative Computational Foundation for Applied Behavior Analysis in Early Autism InterventionsEdmon Begoli, Cristi L. Ogle, David F. Cihak, Bruce J. MacLennan. 888-891 [doi]
- Adaptive Scaffolds in Open-Ended Learning EnvironmentsJames Segedy. 892-895 [doi]
- Sorry, I Must Have Zoned Out: Tracking Mind Wandering Episodes in an Interactive Learning EnvironmentCaitlin Mills, Sidney K. D'Mello. 896-899 [doi]
- Intelligent Tutoring Systems for Collaborative Learning: Enhancements to Authoring ToolsJennifer K. Olsen, Daniel M. Belenky, Vincent Aleven, Nikol Rummel. 900-903 [doi]
- Towards Automated Detection and Regulation of Affective States During Academic WritingRobert Bixler, Sidney K. D'Mello. 904-907 [doi]
- Programming with Your Heart on Your Sleeve: Analyzing the Affective States of Computer Programming StudentsNigel Bosch, Sidney K. D'Mello. 908-911 [doi]
- Supporting Lifelong Learning: Recommending Personalized Sources of Assistance to Graduate StudentsDavid Edgar K. Lelei. 912-915 [doi]
- Conceptual Scaffolding to Check One's ProceduresEliane Stampfer, Kenneth R. Koedinger. 916-919 [doi]
- A Computational Thinking Approach to Learning Middle School ScienceSatabdi Basu, Gautam Biswas. 920-923 [doi]
- Modes and Mechanisms of Game-Like Interventions in Computer TutorsDovan Rai. 924-927 [doi]
- Interactive Event: The Rimac Tutor - A Simulation of the Highly Interactive Nature of Human Tutorial DialoguePamela W. Jordan, Patricia L. Albacete, Michael Ford, Sandra Katz, Michael Lipschultz, Diane J. Litman, Scott Silliman, Christine Wilson. 928-929 [doi]
- AutoTutor 2013: Conversation-Based Online Intelligent Tutoring System with Rich Media (Interactive Event)Qinyu Cheng, Keli Cheng, Haiying Li, Zhiqiang Cai, Xiangen Hu, Arthur C. Graesser. 930-931 [doi]
- Interactive Event: Enabling Vocabulary Acquisition while Providing Mobile Communication SupportCarrie Demmans Epp, Stephen Tsourounis, Justin Djordjevic, Ronald M. Baecker. 932-933 [doi]
- Authoring Problem-Solving ITS with ASTUS: An Interactive EventLuc Paquette, Jean-François Lebeau, André Mayers. 934-935 [doi]
- Interactive Event: From a Virtual Village to an Open Learner Model with Next-TELLSusan Bull, Michael D. Kickmeier-Rust, Gerhilde Meissl-Egghart, Matthew D. Johnson, Barbara Wasson, Mohammad AlOtaibi, Cecilie Hansen. 936-937 [doi]
- Interactive Event Visualization of Students' Activities Using ELEsYa'akov (Kobi) Gal. 938-939 [doi]
- AutoMentor: Artificial Intelligent Mentor in Educational GameJin Wang, Haiying Li, Zhiqiang Cai, Fazel Keshtkar, Arthur C. Graesser, David Williamson Shaffer. 940-941 [doi]
- Practical Ultra-Portable Intelligent Tutoring Systems(PUPITS): An Interactive EventCecily Heiner. 942-943 [doi]
- 2nd Workshop on Intelligent Support for Learning in GroupsJihie Kim, Rohit Kumar. 944 [doi]
- Towards the Development of a Generalized Intelligent Framework for Tutoring (GIFT)Robert A. Sottilare, Heather K. Holden. 945 [doi]
- Formative Feedback in Interactive Learning EnvironmentsIlya M. Goldin, Taylor Martin, Ryan Shaun Joazeiro de Baker, Vincent Aleven, Tiffany Barnes. 946 [doi]
- The First Workshop on AI-supported Education for Computer Science (AIEDCS)Nguyen-Thinh Le, Kristy Elizabeth Boyer, Beenish Chaudry, Barbara Di Eugenio, Sharon I.-Han Hsiao, Leigh Ann Sudol-DeLyser. 947-948 [doi]
- The Fourth International Workshop on Culturally-Aware Tutoring SystemsEmmanuel G. Blanchard, Isabela Gasparini. 949 [doi]
- First Annual Workshop on Massive Open Online CoursesZachary A. Pardos, Emily Schneider. 950 [doi]
- Cross-Cultural Differences and Learning Technologies for the Developing WorldIvon Arroyo, Imran A. Zualkernan, Beverly Park Woolf. 951 [doi]
- Workshop on Scaffolding in Open-Ended Learning Environments (OELEs)Gautam Biswas, Roger Azevedo, Valerie Shute, Susan Bull. 952-953 [doi]
- AIED 2013 Simulated Learners WorkshopGordon I. McCalla, John Champaign. 954-955 [doi]
- Workshop on Self-Regulated Learning in Educational Technologies (SRL@ET): Supporting, Modeling, Evaluating, and Fostering Metacognition with Computer-Based Learning EnvironmentsAmali Weerasinghe, Benedict du Boulay, Gautam Biswas. 956 [doi]