Table of Contents

• An Adaptive Coach for Invention ActivitiesVincent Aleven, Helena Connolly, Octav Popescu, Jenna Marks, Marianna Lamnina, Catherine Chase. 3-14 [doi]
• Evaluating the Effect of Uncertainty Visualisation in Open Learner Models on Students' Metacognitive SkillsLamiya Al-Shanfari, Carrie Demmans Epp, Chris Baber. 15-27 [doi]
• Collaboration Improves Student Interest in Online TutoringIvon Arroyo, Naomi Wixon, Danielle Allessio, Beverly Park Woolf, Kasia Muldner, Winslow Burleson. 28-39 [doi]
• Improving Sensor-Free Affect Detection Using Deep LearningAnthony F. Botelho, Ryan S. Baker, Neil T. Heffernan. 40-51 [doi]
• ReaderBench Learns Dutch: Building a Comprehensive Automated Essay Scoring System for Dutch LanguageMihai Dascalu, Wim Westera, Stefan Ruseti, Stefan Trausan-Matu, Hub Kurvers. 52-63 [doi]
• Keeping the Teacher in the Loop: Technologies for Monitoring Group Learning in Real-TimeAvi Segal, Shaked Hindi, Naomi Prusak, Osama Swidan, Adva Livni, Alik Palatnic, Baruch B. Schwarz, Ya'akov (Kobi) Gal. 64-76 [doi]
• An Extensible Domain-Specific Language for Describing Problem-Solving ProceduresBastiaan Heeren, Johan Jeuring. 77-89 [doi]
• Effects of Error-Based Simulation as a Counterexample for Correcting MIF MisconceptionTsukasa Hirashima, Tomoya Shinohara, Atsushi Yamada, Yusuke Hayashi, Tomoya Horiguchi. 90-101 [doi]
• Algorithm for Uniform Test Assembly Using a Maximum Clique Problem and Integer ProgrammingTakatoshi Ishii, Maomi Ueno. 102-112 [doi]
• Personalized Tag-Based Knowledge Diagnosis to Predict the Quality of Answers in a Community of LearnersOluwabukola Mayowa Ishola, Gordon I. McCalla. 113-124 [doi]
• iSTART-ALL: Confronting Adult Low Literacy with Intelligent Tutoring for Reading ComprehensionAmy M. Johnson, Tricia A. Guerrero, Elizabeth L. Tighe, Danielle S. McNamara. 125-136 [doi]
• Adapting Step Granularity in Tutorial Dialogue Based on Pretest ScoresPamela W. Jordan, Patricia L. Albacete, Sandra Katz. 137-148 [doi]
• The Impact of Student Individual Differences and Visual Attention to Pedagogical Agents During Learning with MetaTutorSébastien Lallé, Michelle Taub, Nicholas V. Mudrick, Cristina Conati, Roger Azevedo. 149-161 [doi]
• Automatic Extraction of AST Patterns for Debugging Student ProgramsTimotej Lazar, Martin Mozina, Ivan Bratko. 162-174 [doi]
• Dusting Off the Messy Middle: Assessing Students' Inquiry Skills Through Doing and WritingHaiying Li, Janice D. Gobert, Rachel Dicker. 175-187 [doi]
• Impact of Pedagogical Agents' Conversational Formality on Learning and EngagementHaiying Li, Art Graesser. 188-200 [doi]
• iSTART Therefore I Understand: But Metacognitive Supports Did not Enhance Comprehension GainsKathryn S. McCarthy, Matthew E. Jacovina, Erica L. Snow, Tricia A. Guerrero, Danielle S. McNamara. 201-211 [doi]
• Inducing Stealth Assessors from Game Interaction DataWookhee Min, Megan Hardy Frankosky, Bradford W. Mott, Eric N. Wiebe, Kristy Elizabeth Boyer, James C. Lester. 212-223 [doi]
• Supporting Constructive Video-Based Learning: Requirements Elicitation from Exploratory StudiesAntonija Mitrovic, Vania Dimitrova, Lydia Lau, Amali Weerasinghe, Moffat Mathews. 224-237 [doi]
• Affect Dynamics in Military Trainees Using vMedic: From Engaged Concentration to Boredom to ConfusionJaclyn Ocumpaugh, Juan Miguel Andres, Ryan S. Baker, Jeanine DeFalco, Luc Paquette, Jonathan P. Rowe, Bradford W. Mott, James C. Lester, Vasiliki Georgoulas, Keith W. Brawner, Robert A. Sottilare. 238-249 [doi]
• Behavioral Engagement Detection of Students in the WildEda Okur, Nese Alyüz, Sinem Aslan, Utku Genc, Cagri Tanriover, Asli Arslan Esme. 250-261 [doi]
• Improving Reading Comprehension with Automatically Generated Cloze Item PracticeAndrew McGregor Olney, Philip I. Pavlik Jr., Jaclyn K. Maass. 262-273 [doi]
• Variations of Gaming Behaviors Across Populations of Students and Across Learning EnvironmentsLuc Paquette, Ryan S. Baker. 274-286 [doi]
• Identifying Productive Inquiry in Virtual Labs Using Sequence MiningSarah Perez, Jonathan Massey-Allard, Deborah Butler, Joss Ives, Doug A. Bonn, Nikki Yee, Ido Roll. 287-298 [doi]
• "Thanks Alisha, Keep in Touch": Gender Effects and Engagement with Virtual Learning CompanionsLydia G. Pezzullo, Joseph B. Wiggins, Megan Hardy Frankosky, Wookhee Min, Kristy Elizabeth Boyer, Bradford W. Mott, Eric N. Wiebe, James C. Lester. 299-310 [doi]
• Hint Generation Under Uncertainty: The Effect of Hint Quality on Help-Seeking BehaviorThomas W. Price, Rui Zhi, Tiffany Barnes. 311-322 [doi]
• Balancing Learning and Engagement in Game-Based Learning Environments with Multi-objective Reinforcement LearningRobert Sawyer, Jonathan P. Rowe, James C. Lester. 323-334 [doi]
• Is More Agency Better? The Impact of Student Agency on Game-Based LearningRobert Sawyer, Andy Smith, Jonathan P. Rowe, Roger Azevedo, James C. Lester. 335-346 [doi]
• Can a Teachable Agent Influence How Students Respond to Competition in an Educational Game?Björn Sjödén, Mats Lind, Annika Silvervarg. 347-358 [doi]
• Face Forward: Detecting Mind Wandering from Video During Narrative Film ComprehensionAngela Stewart, Nigel Bosch, Huili Chen, Patrick J. Donnelly, Sidney K. D'Mello. 359-370 [doi]
• Modeling the Incubation Effect Among Students Playing an Educational Game for PhysicsMay Marie P. Talandron, Ma. Mercedes T. Rodrigo, Joseph E. Beck. 371-380 [doi]
• Predicting Learner's Deductive Reasoning Skills Using a Bayesian NetworkAnge Tato, Roger Nkambou, Janie Brisson, Serge Robert. 381-392 [doi]
• Group Optimization to Maximize Peer Assessment Accuracy Using Item Response TheoryMasaki Uto, Nguyen Duc Thien, Maomi Ueno. 393-405 [doi]
• What Matters in Concept Mapping? Maps Learners Create or How They Create ThemShang Wang, Erin Walker, Ruth Wylie. 406-417 [doi]
• Reliability Investigation of Automatic Assessment of Learner-Build Concept Map with Kit-Build Method by Comparing with Manual MethodsWarunya Wunnasri, Jaruwat Pailai, Yusuke Hayashi, Tsukasa Hirashima. 418-429 [doi]
• Characterizing Students' Learning Behaviors Using Unsupervised Learning MethodsNingyu Zhang, Gautam Biswas, Yi Dong. 430-441 [doi]
• Student Preferences for Visualising Uncertainty in Open Learner ModelsLamiya Al-Shanfari, Chris Baber, Carrie Demmans Epp. 445-449 [doi]
• Intelligent Augmented Reality Tutoring for Physical Tasks with Medical ProfessionalsMohammed A. Almiyad, Luke Oakden-Rayner, Amali Weerasinghe, Mark Billinghurst. 450-454 [doi]
• Synthesis of Problems for Shaded Area Geometry ReasoningChris Alvin, Sumit Gulwani, Rupak Majumdar, Supratik Mukhopadhyay. 455-458 [doi]
• Communication Strategies and Affective Backchannels for Conversational Agents to Enhance Learners' Willingness to Communicate in a Second LanguageEmmanuel Ayedoun, Yuki Hayashi, Kazuhisa Seta. 459-462 [doi]
• A Multi-layered Architecture for Analysis of Non-technical-Skills in Critical SituationsYannick Bourrier, Francis Jambon, Catherine Garbay, Vanda Luengo. 463-466 [doi]
• Conceptual Framework for Collaborative Educational Resources Adaptation in Virtual Learning EnvironmentsVitor Bremgartner, José Francisco de Magalhães Netto, Crediné Silva de Menezes. 467-471 [doi]
• Minimal Meaningful Propositions Alignment in Student Response ComparisonsFlorin Adrian Bulgarov, Rodney Nielsen. 472-475 [doi]
• Does Adaptive Provision of Learning Activities Improve Learning in SQL-Tutor?Xingliang Chen, Antonija Mitrovic, Moffat Mathews. 476-479 [doi]
• Constraint-Based Modelling as a Tutoring Framework for Japanese HonorificsZachary T. Chung, Takehito Utsuro, Ma. Mercedes T. Rodrigo. 480-484 [doi]
• Teaching iSTART to Understand SpanishMihai Dascalu, Matthew E. Jacovina, Christian M. Soto, Laura K. Allen, Jianmin Dai, Tricia A. Guerrero, Danielle S. McNamara. 485-489 [doi]
• Data-Driven Generation of Rubric Parameters from an Educational Programming EnvironmentNicholas Diana, Michael Eagle, John C. Stamper, Shuchi Grover, Marie A. Bienkowski, Satabdi Basu. 490-493 [doi]
• Exploring Learner Model Differences Between StudentsMichael Eagle, Albert T. Corbett, John C. Stamper, Bruce M. McLaren, Ryan S. Baker, Angela Z. Wagner, Benjamin A. MacLaren, Aaron P. Mitchell. 494-497 [doi]
• Investigating the Effectiveness of Menu-Based Self-explanation Prompts in a Mobile Python TutorGeela Venise Firmalo Fabic, Antonija Mitrovic, Kourosh Neshatian. 498-501 [doi]
• Striking a Balance: User-Experience and Performance in Computerized Game-Based AssessmentCarol M. Forsyth, G. Tanner Jackson, Delano Hebert, Blair Lehman, Pat Inglese, Lindsay D. Grace. 502-505 [doi]
• Interactive Score Reporting: An AutoTutor-Based System for TeachersCarol M. Forsyth, Stephanie Peters, Diego Zapata-Rivera, Jennifer Lentini, Art Graesser, Zhiqiang Cai. 506-509 [doi]
• Transforming Foreign Language Narratives into Interactive Reading Applications Designed for Comprehensibility and InterestPedro Furtado, Tsukasa Hirashima, Yusuke Hayashi. 510-513 [doi]
• Exploring Students' Affective States During Learning with External RepresentationsBeate Grawemeyer, Manolis Mavrikis, Claudia Mazziotti, Alice Hansen, Anouschka van Leeuwen, Nikol Rummel. 514-518 [doi]
• Enhancing an Intelligent Tutoring System to Support Student Collaboration: Effects on Learning and BehaviorRachel Harsley, Barbara Di Eugenio, Nick E. Green, Davide Fossati. 519-522 [doi]
• Assessing Question Quality Using NLPKristopher J. Kopp, Amy M. Johnson, Scott A. Crossley, Danielle S. McNamara. 523-527 [doi]
• The Effect of Providing Motivational Support in Parsons Puzzle TutorsAmruth N. Kumar. 528-531 [doi]
• Assessing Student Answers to Balanced Tree ProblemsChun W. Liew, Huy Nguyen, Darren J. Norton. 532-535 [doi]
• A Comparisons of BKT, RNN and LSTM for Learning Gain PredictionChen Lin, Min Chi. 536-539 [doi]
• Uncovering Gender and Problem Difficulty Effects in Learning with an Educational GameBruce M. McLaren, Rosta Farzan, Deanne Adams, Richard E. Mayer, Jodi Forlizzi. 540-543 [doi]
• Analyzing Learner Affect in a Scenario-Based Intelligent Tutoring SystemBenjamin Nye, Shamya Karumbaiah, S. Tugba Tokel, Mark G. Core, Giota Stratou, Daniel Auerbach, Kallirroi Georgila. 544-547 [doi]
• Proficiency and Preference Using Local Language with a Teachable AgentAmy Ogan, Evelyn Yarzebinski, Roberto De Roock, Cristina Dumdumaya, Michelle P. Banawan, Ma. Mercedes T. Rodrigo. 548-552 [doi]
• LiftUpp: Support to Develop Learner PerformanceFrans A. Oliehoek, Rahul Savani, Elliot Adderton, Xia Cui, David Jackson, Phil Jimmieson, John Christopher Jones, Keith Kennedy, Ben Mason, Adam Plumbley, Luke Dawson. 553-556 [doi]
• StairStepper: An Adaptive Remedial iSTART ModuleCecile A. Perret, Amy M. Johnson, Kathryn S. McCarthy, Tricia A. Guerrero, Jianmin Dai, Danielle S. McNamara. 557-560 [doi]
• AttentiveLearner2: A Multimodal Approach for Improving MOOC Learning on Mobile DevicesPhuong Pham, Jingtao Wang. 561-564 [doi]
• Automated Analysis of Lecture Video Engagement Using Student PostsNicholas R. Stepanek, Brian Dorn. 565-569 [doi]
• A Study of Learners' Behaviors in Hands-On Learning Situations and Their Correlation with Academic PerformanceRémi Venant, Kshitij Sharma, Pierre Dillenbourg, Philippe Vidal, Julien Broisin. 570-573 [doi]
• Assessing the Collaboration Quality in the Pair Program Tracing and Debugging Eye-Tracking ExperimentMaureen Villamor, Yancy Vance M. Paredes, Japheth Duane Samaco, Joanna Feliz Cortez, Joshua Martinez, Ma. Mercedes T. Rodrigo. 574-577 [doi]
• EMBRACE: Applying Cognitive Tutor Principles to Reading ComprehensionErin Walker, Audrey Wong, Sarah Fialko, M. Adelaida Restrepo, Arthur M. Glenberg. 578-581 [doi]
• Effects of a Dashboard for an Intelligent Tutoring System on Teacher Knowledge, Lesson Plans and Class SessionsFrançeska Xhakaj, Vincent Aleven, Bruce M. McLaren. 582-585 [doi]
• Dynamics of Affective States During MOOC LearningXiang Xiao, Phuong Pham, Jingtao Wang. 586-589 [doi]
• Learning from Errors: Identifying Strategies in a Math Tutoring SystemJun Xie, Keith T. Shubeck, Scotty D. Craig, Xiangen Hu. 590-593 [doi]
• Can Short Answers to Open Response Questions Be Auto-Graded Without a Grading Rubric?Xi Yang, Lishan Zhang, Shengquan Yu. 594-597 [doi]
• Regional Cultural Differences in How Students Customize Their Avatars in Technology-Enhanced LearningEvelyn Yarzebinski, Cristina Dumdumaya, Ma. Mercedes T. Rodrigo, Noboru Matsuda, Amy Ogan. 598-601 [doi]
• Teaching Informal Logical Fallacy Identification with a Cognitive TutorNicholas Diana, Michael Eagle, John C. Stamper, Kenneth R. Koedinger. 605-608 [doi]
• Digital Learning Projection - Learning Performance Estimation from Multimodal Learning ExperiencesDaniele Di Mitri. 609-612 [doi]
• Learning with Engaging Activities via a Mobile Python TutorGeela Venise Firmalo Fabic, Antonija Mitrovic, Kourosh Neshatian. 613-616 [doi]
• Math Reading Comprehension: Comparing Effectiveness of Various Conversation Frameworks in an ITSKeith T. Shubeck, Ying Fang, Xiangen Hu. 617-620 [doi]
• 4C: Continuous Cognitive Career CompanionsBhavna Agrawal, Rong Liu, Ravi Kokku, Yi-Min Chee, Ashish Jagmohan, Satya Nitta, Michael Tan, Sherry Sin. 623-629 [doi]
• Wizard's Apprentice: Cognitive Suggestion Support for Wizard-of-Oz Question AnsweringJae-wook Ahn, Patrick Watson, Maria Chang, Sharad Sundararajan, Tengfei Ma, Nirmal Mukhi, Srijith Prabhu. 630-635 [doi]
• Interaction Analysis in Online Maths Human Tutoring: The Case of Third Space LearningMutlu Cukurova, Manolis Mavrikis, Rose Luckin, James Clark, Candida Crawford. 636-643 [doi]
• Using a Model for Learning and Memory to Simulate Learner Response in Spaced PracticeMark A. Riedesel, Neil L. Zimmerman, Ryan S. Baker, Tom Titchener, James Cooper. 644-649 [doi]
• Bridging the Gap Between High and Low Performing Pupils Through Performance Learning Online Analysis and CurriculaTej Samani, Kaska Porayska-Pomsta, Rose Luckin. 650-655 [doi]