Table of Contents

• Investigating the Impact of a Meaningful Gamification-Based Intervention on Novice Programmers' AchievementJenilyn L. Agapito, Ma. Mercedes T. Rodrigo. 3-16 [doi]
• Automatic Item Generation Unleashed: An Evaluation of a Large-Scale Deployment of Item ModelsYigal Attali. 17-29 [doi]
• Quantifying Classroom Instructor Dynamics with Computer VisionNigel Bosch, Caitlin Mills, Jeffrey D. Wammes, Daniel Smilek. 30-42 [doi]
• Learning Cognitive Models Using Neural NetworksDevendra Singh Chaplot, Christopher MacLellan, Ruslan Salakhutdinov, Kenneth R. Koedinger. 43-56 [doi]
• Measuring the Quality of Assessment Using Questions Generated from the Semantic WebRicardo Conejo, Beatriz Barros, Manuel F. Bertoa. 57-69 [doi]
• Balancing Human Efforts and Performance of Student Response Analyzer in Dialog-Based TutorsTejas I. Dhamecha, Smit Marvaniya, Swarnadeep Saha, Renuka Sindhgatta, Bikram Sengupta. 70-85 [doi]
• An Instructional Factors Analysis of an Online Logical Fallacy Tutoring SystemNicholas Diana, John C. Stamper, Ken Koedinger. 86-97 [doi]
• Using Physiological Synchrony as an Indicator of Collaboration Quality, Task Performance and LearningYong Dich, Joseph Reilly, Bertrand Schneider. 98-110 [doi]
• Towards Combined Network and Text Analytics of Student Discourse in Online DiscussionsRafael Ferreira, Vitomir Kovanovic, Dragan Gasevic, Vitor Rolim. 111-126 [doi]
• How Should Knowledge Composed of Schemas be Represented in Order to Optimize Student Model Accuracy?Sachin Grover, Jon Wetzel, Kurt VanLehn. 127-139 [doi]
• Active Learning for Improving Machine Learning of Student Explanatory EssaysPeter Hastings, Simon Hughes, Mary Anne Britt. 140-153 [doi]
• Student Learning Benefits of a Mixed-Reality Teacher Awareness Tool in AI-Enhanced ClassroomsKenneth Holstein, Bruce M. McLaren, Vincent Aleven. 154-168 [doi]
• Opening Up an Intelligent Tutoring System Development Environment for Extensible Student ModelingKenneth Holstein, Zac Yu, Jonathan Sewall, Octav Popescu, Bruce M. McLaren, Vincent Aleven. 169-183 [doi]
• Better Late Than Never but Never Late Is Better: Towards Reducing the Answer Response Time to Questions in an Online Learning CommunityOluwabukola Mayowa (Ishola) Idowu, Gordon McCalla. 184-197 [doi]
• Expert Feature-Engineering vs. Deep Neural Networks: Which Is Better for Sensor-Free Affect Detection?Yang Jiang, Nigel Bosch, Ryan S. Baker, Luc Paquette, Jaclyn Ocumpaugh, Juliana Ma. Alexandra L. Andres, Allison L. Moore, Gautam Biswas. 198-211 [doi]
• A Comparison of Tutoring Strategies for Recovering from a Failed Attempt During Faded SupportPamela W. Jordan, Patricia L. Albacete, Sandra Katz. 212-224 [doi]
• Validating Revised Bloom's Taxonomy Using Deep Knowledge TracingAmar Lalwani, Sweety Agrawal. 225-238 [doi]
• Communication at Scale in a MOOC Using Predictive Engagement AnalyticsChristopher Vu Le, Zachary A. Pardos, Samuel D. Meyer, Rachel Thorp. 239-252 [doi]
• How to Use Simulation in the Design and Evaluation of Learning Environments with Self-directed Longer-Term LearnersDavid Edgar Kiprop Lelei, Gordon McCalla. 253-266 [doi]
• Students' Academic Language Use When Constructing Scientific Explanations in an Intelligent Tutoring SystemHaiying Li, Janice D. Gobert, Rachel Dickler, Natali Morad. 267-281 [doi]
• Automated Pitch Convergence Improves Learning in a Social, Teachable Robot for Middle School MathematicsNichola Lubold, Erin Walker, Heather Pon-Barry, Amy Ogan. 282-296 [doi]
• The Influence of Gender, Personality, Cognitive and Affective Student Engagement on Academic Engagement in Educational Virtual WorldsAnupam Makhija, Deborah Richards, Jesse de Haan, Frank Dignum, Michael J. Jacobson. 297-310 [doi]
• Metacognitive Scaffolding Amplifies the Effect of Learning by Teaching a Teachable AgentNoboru Matsuda, Vishnu Priya Chandra Sekar, Natalie Wall. 311-323 [doi]
• A Data-Driven Method for Helping Teachers Improve Feedback in Computer Programming Automated TutorsJessica McBroom, Kalina Yacef, Irena Koprinska, James R. Curran. 324-337 [doi]
• Student Agency and Game-Based Learning: A Study Comparing Low and High AgencyHuy Nguyen, Erik Harpstead, Yeyu Wang, Bruce M. McLaren. 338-351 [doi]
• Engaging with the Scenario: Affect and Facial Patterns from a Scenario-Based Intelligent Tutoring SystemBenjamin D. Nye, Shamya Karumbaiah, S. Tugba Tokel, Mark G. Core, Giota Stratou, Daniel Auerbach, Kallirroi Georgila. 352-366 [doi]
• Role of Socio-cultural Differences in Labeling Students' Affective StatesEda Okur, Sinem Aslan, Nese Alyüz, Asli Arslan Esme, Ryan S. Baker. 367-380 [doi]
• Testing the Validity and Reliability of Intrinsic Motivation Inventory Subscales Within ASSISTmentsKorinn S. Ostrow, Neil T. Heffernan. 381-394 [doi]
• Correctness- and Confidence-Based Adaptive Feedback of Kit-Build Concept Map with Confidence TaggingJaruwat Pailai, Warunya Wunnasri, Yusuke Hayashi, Tsukasa Hirashima. 395-408 [doi]
• Bring It on! Challenges Encountered While Building a Comprehensive Tutoring System Using ReaderBenchMarilena Panaite, Mihai Dascalu, Amy M. Johnson, Renu Balyan, Jianmin Dai, Danielle S. McNamara, Stefan Trausan-Matu. 409-419 [doi]
• Predicting the Temporal and Social Dynamics of Curiosity in Small Group LearningBhargavi Paranjape, Zhen Bai, Justine Cassell. 420-435 [doi]
• Learning Curve Analysis in a Large-Scale, Drill-and-Practice Serious Math Game: Where Is Learning Support Needed?Zhongxiu Peddycord-Liu, Rachel Harred, Sarah Karamarkovich, Tiffany Barnes, Collin Lynch, Teomara Rutherford. 436-449 [doi]
• Conceptual Issues in Mastery Criteria: Differentiating Uncertainty and Degrees of KnowledgeRadek Pelánek. 450-461 [doi]
• Reciprocal Content Recommendation for Peer Learning Study SessionsBoyd A. Potts, Hassan Khosravi, Carl Reidsema. 462-475 [doi]
• The Impact of Data Quantity and Source on the Quality of Data-Driven Hints for ProgrammingThomas W. Price, Rui Zhi, Yihuan Dong, Nicholas Lytle, Tiffany Barnes. 476-490 [doi]
• Predicting Question Quality Using Recurrent Neural NetworksStefan Ruseti, Mihai Dascalu, Amy M. Johnson, Renu Balyan, Kristopher J. Kopp, Danielle S. McNamara, Scott A. Crossley, Stefan Trausan-Matu. 491-502 [doi]
• Sentence Level or Token Level Features for Automatic Short Answer Grading?: Use BothSwarnadeep Saha, Tejas I. Dhamecha, Smit Marvaniya, Renuka Sindhgatta, Bikram Sengupta. 503-517 [doi]
• When Optimal Team Formation Is a Choice - Self-selection Versus Intelligent Team Formation Strategies in a Large Online Project-Based CourseSreecharan Sankaranarayanan, Cameron Dashti, Christopher Bogart, Xu Wang, Majd Sakr, Carolyn Penstein Rosé. 518-531 [doi]
• Perseverance Is Crucial for Learning. "OK! but Can I Take a Break?"Annika Silvervarg, Magnus Haake, Agneta Gulz. 532-544 [doi]
• Connecting the Dots Towards Collaborative AIED: Linking Group Makeup to Process to LearningAngela Stewart, Sidney K. D'Mello. 545-556 [doi]
• Do Preschoolers 'Game the System'? A Case Study of Children's Intelligent (Mis)Use of a Teachable Agent Based Play-&-Learn Game in MathematicsEva-Maria Ternblad, Magnus Haake, Erik Anderberg, Agneta Gulz. 557-569 [doi]
• Vygotsky Meets Backpropagation - Artificial Neural Models and the Development of Higher Forms of ThoughtIlkka Tuomi. 570-583 [doi]
• Providing Automated Real-Time Technical Feedback for Virtual Reality Based Surgical Training: Is the Simpler the Better?Sudanthi N. R. Wijewickrema, Xingjun Ma, Patorn Piromchai, Robert Briggs, James Bailey, Gregor Kennedy, Stephen O'Leary. 584-598 [doi]
• Reciprocal Kit-Building of Concept Map to Share Each Other's Understanding as Preparation for CollaborationWarunya Wunnasri, Jaruwat Pailai, Yusuke Hayashi, Tsukasa Hirashima. 599-612 [doi]
• Early Identification of At-Risk Students Using Iterative Logistic RegressionLi Zhang, Huzefa Rangwala. 613-626 [doi]