Table of Contents

• Ontology-Based Domain Diversity Profiling of User CommentsEntisar Abolkasim, Lydia Lau, Antonija Mitrovic, Vania Dimitrova. 3-8 [doi]
• ROBIN: Using a Programmable Robot to Provide Feedback and Encouragement on Programming TasksIshrat Ahmed, Nichola Lubold, Erin Walker. 9-13 [doi]
• Conversational Support for EducationDamla Ezgi Akcora, Andrea Belli, Marina Berardi, Stella Casola, Nicoletta Di Blas, Stefano Falletta, Alessandro Faraotti, Luca Lodi, Daniela Nossa Diaz, Paolo Paolini, Fabrizio Renzi, Filippo Vannella. 14-19 [doi]
• Providing Proactive Scaffolding During Tutorial Dialogue Using Guidance from Student Model PredictionsPatricia L. Albacete, Pamela W. Jordan, Dennis Lusetich, Irene-Angelica Chounta, Sandra Katz, Bruce M. McLaren. 20-25 [doi]
• Ella Me Ayudó (She Helped Me): Supporting Hispanic and English Language Learners in a Math ITSDanielle Allessio, Beverly Park Woolf, Naomi Wixon, Florence R. Sullivan, Minghui Tai, Ivon Arroyo. 26-30 [doi]
• VERA: Popularizing Science Through AISungeun An, Robert Bates, Jennifer Hammock, Spencer Rugaber, Ashok K. Goel 0001. 31-35 [doi]
• Modelling Math Learning on an Open Access Intelligent TutorDavid Azcona, I-Han Hsiao, Alan F. Smeaton. 36-40 [doi]
• Learner Behavioral Feature Refinement and Augmentation Using GANsDa Cao, Andrew S. Lan, Weiyu Chen, Christopher G. Brinton, Mung Chiang. 41-46 [doi]
• Learning Content Recommender System for Instructors of Programming CoursesHung Chau, Jordan Barria-Pineda, Peter Brusilovsky. 47-51 [doi]
• Human-Agent Assessment: Interaction and Sub-skills Scoring for Collaborative Problem SolvingPravin Chopade, Kristin Stoeffler, Saad M. Khan, Yigal Rosen, Spencer Swartz, Alina Von Davier. 52-57 [doi]
• Investigation of the Influence of Hint Type on Problem Solving Behavior in a Logic Proof TutorChrista Cody, Behrooz Mostafavi, Tiffany Barnes. 58-62 [doi]
• Modeling Math Success Using Cohesion Network AnalysisScott A. Crossley, Maria-Dorinela Sirbu, Mihai Dascalu, Tiffany Barnes, Collin F. Lynch, Danielle S. McNamara. 63-67 [doi]
• Amplifying Teachers Intelligence in the Design of Gamified Intelligent Tutoring SystemsDiego Dermeval, Josmário Albuquerque, Ig Ibert Bittencourt, Julita Vassileva, Wansel Lemos, Alan Pedro da Silva, Ranilson Paiva. 68-73 [doi]
• Where Is the Nurse? Towards Automatically Visualising Meaningful Team Movement in Healthcare EducationVanessa Echeverría, Roberto Martínez Maldonado, Tamara Power, Carolyn Hayes, Simon Buckingham Shum. 74-78 [doi]
• Exploring Gritty Students' Behavior in an Intelligent Tutoring SystemErik Erickson, Ivon Arroyo, Beverly Park Woolf. 79-83 [doi]
• Characterizing Students Based on Their Participation in the ClassShadi Esnaashari, Lesley Gardner, Michael Rehm. 84-88 [doi]
• Adaptive Learning Goes to ChinaMingyu Feng, Wei Cui, Shuai Wang. 89-93 [doi]
• Ontology Development for Competence Assessment in Virtual Communities of PracticeAlice Barana, Luigi Di Caro, Michele Fioravera, Marina Marchisio, Sergio Rabellino. 94-98 [doi]
• How Gamification Impacts on Vocational Training StudentsMiguel García Iruela, Raquel Hijón-Neira. 99-103 [doi]
• Classifying Educational Questions Based on the Expected Characteristics of AnswersAndreea Godea, Dralia Tulley-Patton, Stephanie Barbee, Rodney Nielsen. 104-108 [doi]
• On the Learning Curve Attrition Bias in Additive Factor ModelingCyril Goutte, Guillaume Durand, Serge Léger. 109-113 [doi]
• The Impact of Affect-Aware Support on Learning Tasks that Differ in Their Cognitive DemandsBeate Grawemeyer, Manolis Mavrikis, Claudia Mazziotti, Anouschka van Leeuwen, Nikol Rummel. 114-118 [doi]
• Mitigating Knowledge Decay from Instruction with Voluntary Use of an Adaptive Learning SystemAndrew J. Hampton, Benjamin D. Nye, Philip I. Pavlik, William R. Swartout, Arthur C. Graesser, Joseph Gunderson. 119-133 [doi]
• Computational Thinking Through Game Creation in STEM ClassroomsAvery Harrison, Taylyn Hulse, Daniel Manzo, Matthew Micciolo, Erin Ottmar, Ivon Arroyo. 134-138 [doi]
• Behavioral Explanation versus Structural Explanation in Learning by Model-BuildingTomoya Horiguchi, Tetsuhiro Masuda, Takahito Tomoto, Tsukasa Hirashima. 139-144 [doi]
• Temporal Changes in Affiliation and Emotion in MOOC Discussion Forum DiscourseJing Hu, Nia Dowell, Christopher Brooks, Wenfei Yan. 145-149 [doi]
• Investigating Influence of Demographic Factors on Study RecommendersMichal Huptych, Martin Hlosta, Zdenek Zdráhal, Jakub Kocvara. 150-154 [doi]
• A Design-Based Approach to a Classroom-Centered OELENicole Hutchins, Gautam Biswas, Miklos Maroti, Ákos Lédezci, Brian Broll. 155-159 [doi]
• On the Value of Answerers in Early Detection of Response Time to Questions for Peer Recommender SystemsOluwabukola Mayowa (Ishola) Idowu, Gordon McCalla. 160-165 [doi]
• Intelligent Evaluation and Feedback in Support of a Credit-Bearing MOOCDavid Joyner. 166-170 [doi]
• Boosting Engagement with Educational Software Using Near WinsMohammad M. Khajah, Michael C. Mozer, Sean Kelly, Brent Milne. 171-175 [doi]
• "Mind" TS: Testing a Brief Mindfulness Intervention with an Intelligent Tutoring SystemKristina Krasich, Stephen Hutt, Caitlin Mills, Catherine A. Spann, James R. Brockmole, Sidney K. D'Mello. 176-181 [doi]
• A Question Generation Framework for TeachersNguyen-Thinh Le, Alejex Shabas, Niels Pinkwart. 182-186 [doi]
• Data-Driven Job Capability ProfilingRong Liu, Bhavna Agrawal, Aditya Vempaty, Wanita Sherchan, Sherry Sin, Michael Tan. 187-192 [doi]
• Assessing Free Student Answers in Tutorial Dialogues Using LSTM ModelsNabin Maharjan, Dipesh Gautam, Vasile Rus. 193-198 [doi]
• Towards Better Affect Detectors: Detecting Changes Rather Than StatesVarun Mandalapu, Jiaqi Gong. 199-203 [doi]
• Identifying Implicit Links in CSCL Chats Using String Kernels and Neural NetworksMihai Masala, Stefan Ruseti, Gabriel Gutu-Robu, Traian Rebedea, Mihai Dascalu, Stefan Trausan-Matu. 204-208 [doi]
• Fractions Lab Goes East: Learning and Interaction with an Exploratory Learning Environment in ChinaManolis Mavrikis, Wayne Holmes, Jingjing Zhang, Ning Ma. 209-214 [doi]
• iSTART-E: Reading Comprehension Strategy Training for Spanish SpeakersKathryn S. McCarthy, Christian M. Soto, Cecilia Malbrán, Liliana Fonseca, Marian Simian, Danielle S. McNamara. 215-219 [doi]
• The Wearable Learning Cloud Platform for the Creation of Embodied Multiplayer Math GamesMatthew Micciolo, Ivon Arroyo, Avery Harrison, Taylyn Hulse, Erin Ottmar. 220-224 [doi]
• Autonomous Agent that Provides Automated Feedback Improves Negotiation SkillsShannon Monahan, Emmanuel Johnson, Gale M. Lucas, James Finch, Jonathan Gratch. 225-229 [doi]
• Efficient Navigation in Learning Materials: An Empirical Study on the Linking ProcessPedro Mota, Luísa Coheur, Maxine Eskénazi. 230-235 [doi]
• Syntax-Based Analysis of Programming Concepts in PythonMartin Mozina, Timotej Lazar. 236-240 [doi]
• Teaching Without Learning: Is It OK With Weak AI?Kristian Månsson, Magnus Haake. 241-245 [doi]
• Sentiment Analysis of Student Evaluations of TeachingHeather Newman, David Joyner. 246-250 [doi]
• Visualizing Learning Analytics and Educational Data Mining OutputsRanilson Paiva, Ig Ibert Bittencourt, Wansel Lemos, André Vinicius, Diego Dermeval. 251-256 [doi]
• A System-General Model for the Detection of Gaming the System Behavior in CTAT and LearnSphereLuc Paquette, Ryan S. Baker, Michal Moskal. 257-260 [doi]
• Automatic Generation of Multiple-Choice Fill-in-the-Blank Question Using Document EmbeddingJunghyuk Park, Hyunsoo Cho, Sang-goo Lee. 261-265 [doi]
• Prediction of Interpersonal Help-Seeking Behavior from Log Files in an In-Service Education Distance CourseBruno Elias Penteado, Seiji Isotani, Paula M. Paiva, Marina Morettin-Zupelari, Deborah Viviane Ferrari. 266-270 [doi]
• Control of Variables Strategy Across Phases of Inquiry in Virtual LabsSarah Perez, Jonathan Massey-Allard, Joss Ives, Deborah Butler, Doug A. Bonn, Jeff Bale, Ido Roll. 271-275 [doi]
• Female Robots as Role-Models? - The Influence of Robot Gender and Learning Materials on Learning SuccessAnne Pfeifer, Birgit Lugrin. 276-280 [doi]
• Adolescents' Self-regulation During Job Interviews Through an AI Coaching EnvironmentKaska Porayska-Pomsta, Evi Chryssafidou. 281-285 [doi]
• Bandit Assignment for Educational Experiments: Benefits to Students Versus Statistical PowerAnna N. Rafferty, Huiji Ying, Joseph Jay Williams. 286-290 [doi]
• Students' Responses to a Humanlike Approach to Elicit Emotion in an Educational Virtual WorldHedieh Ranjbartabar, Deborah Richards, Anupam Makhija, Michael J. Jacobson. 291-295 [doi]
• Active Learning for Efficient Testing of Student ProgramsIshan Rastogi, Aditya Kanade, Shirish K. Shevade. 296-300 [doi]
• Improving Question Generation with the Teacher's Implicit FeedbackHugo Rodrigues 0001, Luísa Coheur, Eric Nyberg. 301-306 [doi]
• Adaptive Learning Open Source Initiative for MOOC ExperimentationYigal Rosen, Ilia Rushkin, Rob Rubin, Liberty Munson, Andrew M. Ang, Gregory Weber, Glenn Lopez, Dustin Tingley. 307-311 [doi]
• Impact of Learner-Centered Affective Dynamics on Metacognitive Judgements and Performance in Advanced Learning TechnologiesRobert Sawyer, Nicholas V. Mudrick, Roger Azevedo, James C. Lester. 312-316 [doi]
• Combining Difficulty Ranking with Multi-Armed Bandits to Sequence Educational ContentAvi Segal, Yossi Ben David, Joseph Jay Williams, Kobi Gal, Yaar Shalom. 317-321 [doi]
• TipsC: Tips and Corrections for programming MOOCsSaksham Sharma, Pallav Agarwal, Parv Mor, Amey Karkare. 322-326 [doi]
• Empirically Evaluating the Effectiveness of POMDP vs. MDP Towards the Pedagogical Strategies InductionShitian Shen, Behrooz Mostafavi, Collin Lynch, Tiffany Barnes, Min Chi. 327-331 [doi]
• Understanding Revisions in Student Writing Through Revision GraphsAntonette Shibani, Simon Knight, Simon Buckingham Shum. 332-336 [doi]
• Exploring Online Course Sociograms Using Cohesion Network AnalysisMaria-Dorinela Sirbu, Mihai Dascalu, Scott A. Crossley, Danielle S. McNamara, Tiffany Barnes, Collin F. Lynch, Stefan Trausan-Matu. 337-342 [doi]
• Gamified Assessment of Collaborative Skills with ChatbotsKristin Stoeffler, Yigal Rosen, Maria Bolsinova, Alina Von Davier. 343-347 [doi]
• Deep Knowledge Tracing for Free-Form Student Code ProgressionVinitra Swamy, Allen Guo, Samuel Lau, Wilton Wu, Madeline Wu, Zachary Pardos, David Culler. 348-352 [doi]
• Time Series Model for Predicting Dropout in Massive Open Online CoursesCui Tang, Yuanxin Ouyang, Wenge Rong, Jingshuai Zhang, Zhang Xiong. 353-357 [doi]
• Machine Learning and Fuzzy Logic Techniques for Personalized Tutoring of Foreign LanguagesChristos Troussas, Konstantina Chrysafiadi, Maria Virvou. 358-362 [doi]
• Item Response Theory Without Restriction of Equal Interval Scale for Rater's ScoreMasaki Uto, Maomi Ueno. 363-368 [doi]
• The Effect of Digital Versus Traditional Orchestration on Collaboration in Small GroupsKurt VanLehn, Hugh Burkhardt, Salman Cheema, Seokmin Kang, Daniel Pead, Alan H. Schoenfeld, Jon Wetzel. 369-373 [doi]
• Modeling Student Learning Behaviors in ALEKS: A Two-Layer Hidden Markov Modeling ApproachGuoyi Wang, Yun Tang, Junyi Li, Xiangen Hu. 374-378 [doi]
• A Preliminary Evaluation of the Usability of an AI-Infused Orchestration SystemJon Wetzel, Hugh Burkhardt, Salman Cheema, Seokmin Kang, Daniel Pead, Alan H. Schoenfeld, Kurt VanLehn. 379-383 [doi]
• Microscope or Telescope: Whether to Dissect Epistemic EmotionsNaomi Wixon, Beverly Park Woolf, Sarah E. Schultz, Danielle Allessio, Ivon Arroyo. 384-388 [doi]
• Multimodal Interfaces for Inclusive LearningMarcelo Worsley, David Barel, Lydia Davison, Thomas Large, Timothy Mwiti. 389-393 [doi]
• Supporting Learning Activities with Wearable Devices to Develop Life-Long Skills in a Health Education AppKalina Yacef, Corinne Caillaud, Olivier Galy. 394-398 [doi]
• Automatic Chinese Short Answer Grading with Deep AutoencoderXi Yang, Yuwei Huang, Fuzhen Zhuang, Lishan Zhang, Shengquan Yu. 399-404 [doi]
• Understanding Students' Problem-Solving Strategies in a Synergistic Learning-by-Modeling EnvironmentNingyu Zhang, Gautam Biswas. 405-410 [doi]
• Adaptive Visual Dialog for Intelligent Tutoring SystemsJae-wook Ahn, Maria Chang, Patrick Watson, Ravi Tejwani, Sharad Sundararajan, Tamer Abuelsaad, Srijith Prabhu. 413-418 [doi]
• College Course Name Classification at ScaleIrina Borisova. 419-423 [doi]
• AUI Story Maker: Animation Generation from Natural LanguageNacir Bouali, Violetta Cavalli-Sforza. 424-428 [doi]
• Inferring Course Enrollment from Partial DataJosé P. González-Brenes, Ralph Edezhath. 429-432 [doi]
• Validating Mastery Learning: Assessing the Impact of Adaptive Learning Objective Mastery in Knewton AltaAndrew Jones, Illya Bomash. 433-437 [doi]
• The Rise of Immersive Cognitive Assessments: Towards Simulation-Based Assessment for Evaluating ApplicantsRebecca Kantar, Keith McNulty, Erica L. Snow, Richard Wainess, Sonia D. Doshi, Devon B. Walker, Matthew A. Emery. 438-441 [doi]
• Towards Competence Development for Industry 4.0Milos Kravcik, Xia Wang, Carsten Ullrich, Christoph Igel. 442-446 [doi]
• Smart Learning Partner: An Interactive Robot for EducationYu Lu, Chen Chen, Penghe Chen, Xiyang Chen, Zijun Zhuang. 447-451 [doi]
• Short-Term Efficacy and Usage Recommendations for a Large-Scale Implementation of the Math-Whizz TutorManolis Mavrikis, David Sebastian Schlepps, Junaid Mubeen. 452-457 [doi]
• Leveraging Non-cognitive Student Self-reports to Predict Learning OutcomesKaska Porayska-Pomsta, Manolis Mavrikis, Mutlu Cukurova, Maria Margeti, Tej Samani. 458-462 [doi]
• ITADS: A Real-World Intelligent Tutor to Train Troubleshooting SkillsSowmya Ramachandran, Randy Jensen, Jeremy Ludwig, Eric Domeshek, Thomas Haines. 463-468 [doi]
• Simulated Dialogues with Virtual Agents: Effects of Agent Features in Conversation-Based AssessmentsJesse R. Sparks, Diego Zapata-Rivera, Blair Lehman, Kofi James, Jonathan Steinberg. 469-474 [doi]
• Adaptive Learning Based on Affect SensingDorothea Tsatsou, Andrew Pomazanskyi, Enrique Hortal, Evaggelos Spyrou, Helen C. Leligou, Stylianos Asteriadis, Nicholas Vretos, Petros Daras. 475-479 [doi]
• Preliminary Evaluations of a Dialogue-Based Digital TutorMatthew Ventura, Maria Chang, Peter Foltz, Nirmal Mukhi, Jessica Yarbro, Anne Pier Salverda, John Behrens, Jae-wook Ahn, Tengfei Ma, Tejas I. Dhamecha, Smit Marvaniya, Patrick Watson, Cassius D'Helon, Ravi Tejwani, Shazia Afzal. 480-483 [doi]
• Investigating Feedback Support to Enhance Collaboration Within Groups in Computer Supported Collaborative LearningAdetunji Adeniran. 487-492 [doi]
• Supporting Math Problem Solving Coaching for Young Students: A Case for Weak Learning CompanionLujie Chen. 493-497 [doi]
• Improving Self-regulation by Regulating Mind-Wandering Through the Practice of MindfulnessWai Keung David Cheung. 498-502 [doi]
• Metacognitive Experience Modeling Using Eye-TrackingChou Ching-En. 503-507 [doi]
• Exploring the Meaning of Effective Exploratory Learner Behavior in Hands-on, Collaborative Projects Using Physical Computing KitsVeronica Cucuiat. 508-512 [doi]
• Multimodal Tutor for CPRDaniele Di Mitri. 513-516 [doi]
• Leveraging Educational Technology to Improve the Quality of Civil DiscourseNicholas Diana. 517-520 [doi]
• Adapting Learning Activities Selection in an Intelligent Tutoring System to AffectChinasa Odo. 521-525 [doi]
• Investigation of Temporal Dynamics in MOOC Learning Trajectories: A Geocultural PerspectiveSaman Zehra Rizvi, Bart Rienties, Jekaterina Rogaten. 526-530 [doi]
• Sequence Based Course Recommender for Personalized Curriculum PlanningChris Wong. 531-534 [doi]
• Towards Improving Introductory Computer Programming with an ITS for Conceptual LearningFranceska Xhakaj, Vincent Aleven. 535-538 [doi]