Table of Contents

• Model-Based Characterization of Text Discourse Content to Evaluate Online Group CollaborationAdetunji Adeniran, Judith Masthoff, Nigel A. Beacham. 3-8 [doi]
• Identifying Editor Roles in Argumentative Writing from Student Revision HistoriesTazin Afrin, Diane J. Litman. 9-13 [doi]
• Degree Curriculum Contraction: A Vector Space ApproachMohamed Alkaoud, Zachary A. Pardos. 14-18 [doi]
• L2 Learners' Preferences of Dialogue Agents: A Key to Achieve Adaptive Motivational Support?Emmanuel Ayedoun, Yuki Hayashi, Kazuhisa Seta. 19-23 [doi]
• Eye Gaze Sequence Analysis to Model Memory in E-educationMaël Beuget, Sylvain Castagnos, Christophe Luxembourger, Anne Boyer. 24-29 [doi]
• What Inquiry with Virtual Labs Can Learn from Productive Failure: A Theory-Driven Study of Students' ReflectionsCharleen Brand, Jonathan Massey-Allard, Sarah Perez, Nikol Rummel, Ido Roll. 30-35 [doi]
• The Role of Achievement Goal Orientation on Metacognitive Process Use in Game-Based LearningElizabeth B. Cloude, Michelle Taub, James C. Lester, Roger Azevedo. 36-40 [doi]
• Autoencoders for Educational AssessmentGeoffrey Converse, Mariana Curi, Suely Oliveira. 41-45 [doi]
• The Value of Multimodal Data in Classification of Social and Emotional Aspects of TutoringMutlu Cukurova, Carmel Kent, Rosemary Luckin. 46-51 [doi]
• Conscientiousness, Honesty-Humility, and Analogical/Creative Reasoning: Implications for Instructional Designs in Intelligent Tutoring SystemsJeanine A. DeFalco, Anne M. Sinatra, Elizabeth Rodríguez, R. Stanley Hum. 52-57 [doi]
• Learners' Gaze Behaviors and Metacognitive Judgments with an Agent-Based Multimedia EnvironmentDaryn A. Dever, Megan Wiedbusch, Roger Azevedo. 58-61 [doi]
• Online Assessment of Belief Biases and Their Impact on the Acceptance of Fallacious ReasoningNicholas Diana, John C. Stamper, Kenneth R. Koedinger. 62-66 [doi]
• Early Dropout Prediction for Programming Courses Supported by Online JudgesFilipe D. Pereira, Elaine Oliveira, Alexandra I. Cristea, David Fernandes, Luciano Silva, Gene Aguiar, Ahmed Alamri, Mohammad Alshehri. 67-72 [doi]
• Developing a Deep Learning-Based Affect Recognition System for Young ChildrenAmir Hossein Farzaneh, Yanghee Kim, Mengxi Zhou, Xiaojun Qi. 73-78 [doi]
• Using Exploratory Data Analysis to Support Implementation and Improvement of Education Technology ProductMingyu Feng, Daniel Brenner, Andrew Coulson. 79-83 [doi]
• Bayesian Diagnosis Tracing: Application of Procedural Misconceptions in Knowledge TracingJunchen Feng, Bo Zhang, Yuchen Li, Qiushi Xu. 84-88 [doi]
• Analysis of Gamification Elements. A Case Study in a Computer Science CourseMiguel García Iruela, Manuel J. Fonseca, Raquel Hijón-Neira, Teresa Chambel. 89-93 [doi]
• Towards Adaptive Worked-Out Examples in an Intelligent Tutoring SystemNicholas Green, Barbara Di Eugenio, Davide Fossati. 94-99 [doi]
• Orchestrating Class Discussion with Collaborative Kit-Build Concept MappingYusuke Hayashi, Toshihiro Nomura, Tsukasa Hirashima. 100-104 [doi]
• Automating the Categorization of Learning Activities, to Help Improve Learning DesignWayne Holmes, Juliette Culver. 105-109 [doi]
• Identifying the Structure of Students' Explanatory EssaysSimon Hughes, Peter M. Hastings, Mary Anne Britt. 110-115 [doi]
• A Systematic Approach for Analyzing Students' Computational Modeling Processes in C2STEMNicole Hutchins, Gautam Biswas, Shuchi Grover, Satabdi Basu, Caitlin Snyder. 116-121 [doi]
• Intelligent Tutoring System for Negotiation Skills TrainingEmmanuel Johnson, Gale M. Lucas, Peter Kim, Jonathan Gratch. 122-127 [doi]
• Robot Lecture for Enhancing Non-verbal Behavior in LectureAkihiro Kashihara, Tatsuya Ishino, Mitsuhiro Goto. 128-132 [doi]
• Design Prompts for Virtual Reality in EducationLawrence Kizilkaya, David Vince, Wayne Holmes. 133-137 [doi]
• Assessing and Improving Learning Outcomes for Power Management Experiments Using Cognitive GraphYi Kuang, Bin Duan, Shuyang Zhong, Mengping Lv. 138-142 [doi]
• Does Choosing the Concept on Which to Solve Each Practice Problem in an Adaptive Tutor Affect Learning?Amruth N. Kumar. 143-147 [doi]
• Measuring Content Complexity of Technical Texts: Machine Learning ExperimentsMohamed Zakaria Kurdi. 148-152 [doi]
• Should Students Use Digital Scratchpads? Impact of Using a Digital Assistive Tool on Arithmetic Problem-SolvingMinji Kwak, Gahgene Gweon. 153-157 [doi]
• What Does Time Tell? Tracing the Forgetting Curve Using Deep Knowledge TracingAmar Lalwani, Sweety Agrawal. 158-162 [doi]
• Evaluating the Transfer of Scaffolded Inquiry: What Sticks and Does It Last?Haiying Li, Janice D. Gobert, Rachel Dickler. 163-168 [doi]
• Automatic Short Answer Grading via Multiway Attention NetworksTianqiao Liu, Wenbiao Ding, Zhiwei Wang, Jiliang Tang, Gale Yan Huang, Zitao Liu. 169-173 [doi]
• Automatic Classification of Error Types in Solutions to Programming Assignments at Online Learning PlatformArtyom Lobanov, Timofey Bryksin, Alexey Shpilman. 174-178 [doi]
• Using Recurrent Neural Networks to Build a Stopping Algorithm for an Adaptive AssessmentJeffrey Matayoshi, Eric Cosyn, Hasan Uzun. 179-184 [doi]
• Participatory Design to Lower the Threshold for Intelligent Support AuthoringManolis Mavrikis, Sokratis Karkalas, Mutlu Cukurova, Emmanouela Papapesiou. 185-189 [doi]
• Finding Relevant e-Learning MaterialsBlessing Mbipom. 190-194 [doi]
• Predicting Dialogue Breakdown in Conversational Pedagogical Agents with Multimodal LSTMsWookhee Min, Kyungjin Park, Joseph B. Wiggins, Bradford W. Mott, Eric N. Wiebe, Kristy Elizabeth Boyer, James C. Lester. 195-200 [doi]
• Pique: Recommending a Personalized Sequence of Research Papers to Engage Student CuriosityMaryam Mohseni, Mary Lou Maher, Kazjon Grace, Nadia Najjar, Fakhri Abbas, Omar ElTayeby. 201-205 [doi]
• Group Formation for Collaborative Learning - A Systematic Literature ReviewChinasa Odo, Judith Masthoff, Nigel A. Beacham. 206-212 [doi]
• AI Meets Austen: Towards Human-Robot Discussions of Literary MetaphorNatalie Parde, Rodney D. Nielsen. 213-219 [doi]
• Discovery of Study Patterns that Impacts Students' Discussion Performance in Forum AssignmentsBruno Elias Penteado, Seiji Isotani, Paula Maria Pereira Paiva, Marina Morettin-Zupelari, Deborah Viviane Ferrari. 220-225 [doi]
• Automatic Construction of a Phonics Curriculum for Reading Education Using the Transformer Neural NetworkCassandra Potier Watkins, Olivier Dehaene, Stanislas Dehaene. 226-231 [doi]
• An Annotation Protocol for Collecting User-Generated Counter-Arguments Using CrowdsourcingPaul Reisert, Gisela Vallejo, Naoya Inoue, Iryna Gurevych, Kentaro Inui. 232-236 [doi]
• Towards an Automatic Q&A Generation for Online Courses - A Pipeline Based ApproachSylvio Rüdian, Niels Pinkwart. 237-241 [doi]
• Semantic Matching of Open Texts to Pre-scripted Answers in Dialogue-Based LearningStefan Ruseti, Raja Lala, Gabriel Gutu-Robu, Mihai Dascalu, Johan Jeuring, Marcell van Geest. 242-246 [doi]
• Developing Game-Based Models of Cooperation, Persistence and Problem Solving from Collaborative GameplayMaria Ofelia Clarissa Z. San Pedro, Ruitao Liu, Tamera L. McKinniss. 247-251 [doi]
• An Intelligent-Agent Facilitated Scaffold for Fostering Reflection in a Team-Based Project CourseSreecharan Sankaranarayanan, Xu Wang, Cameron Dashti, Marshall An, Clarence Ngoh, Michael Hilton, Majd Sakr, Carolyn Penstein Rosé. 252-256 [doi]
• I Wanna Talk Like You: Speaker Adaptation to Dialogue Style in L2 Practice ConversationArabella J. Sinclair, Rafael Ferreira, Dragan Gasevic, Christopher G. Lucas, Adam Lopez. 257-262 [doi]
• Understanding Students' Model Building Strategies Through Discourse AnalysisCaitlin Snyder, Nicole Hutchins, Gautam Biswas, Shuchi Grover. 263-268 [doi]
• Exploring Teachable Humans and Teachable Agents: Human Strategies Versus Agent Policies and the Basis of ExpertiseJohn C. Stamper, Steven Moore. 269-274 [doi]
• Learning from Videos Showing a Dialog Fosters More Positive Affect Than Learning from a MonologSamantha Stranc, Kasia Muldner. 275-280 [doi]
• Automated Feedback on the Structure of Hypothesis TestsSietske Tacoma, Bastiaan Heeren, Johan Jeuring, Paul Drijvers. 281-285 [doi]
• Informing the Utility of Learning Interventions: Investigating Factors Related to Students' Academic Achievement in Classroom and Online CoursesAnna-Lena Theus, Kasia Muldner. 286-291 [doi]
• Auto-Sending Messages in an Intelligent Orchestration System: A Pilot StudyKurt VanLehn, Salman Cheema, Seokmin Kang, Jon Wetzel. 292-297 [doi]
• Adaptive Learning Material Recommendation in Online Language EducationShuhan Wang, Hao Wu, Ji-Hun Kim, Erik Andersen. 298-302 [doi]
• Deep Knowledge Tracing with Side InformationZhiwei Wang, Xiaoqin Feng, Jiliang Tang, Gale Yan Huang, Zitao Liu. 303-308 [doi]
• Analysis of Holistic Interactions Between Lecturers and Students in LecturesEiji Watanabe, Takashi Ozeki, Takeshi Kohama. 309-313 [doi]
• Take the Initiative: Mixed Initiative Dialogue Policies for Pedagogical Agents in Game-Based Learning EnvironmentsJoseph B. Wiggins, Mayank Kulkarni, Wookhee Min, Kristy Elizabeth Boyer, Bradford W. Mott, Eric N. Wiebe, James C. Lester. 314-318 [doi]
• Investigating on Discussion for Sharing Understanding by Using Reciprocal Kit-Build Concept MapWarunya Wunnasri, Jaruwat Pailai, Yusuke Hayashi, Tsukasa Hirashima. 319-323 [doi]
• Detection of Collaboration: Relationship Between Log and Speech-Based ClassificationSree Aurovindh Viswanathan, Kurt VanLehn. 327-331 [doi]
• An Intelligent Tutoring System and Teacher Dashboard to Support Mathematizing During Science InquiryRachel Dickler. 332-338 [doi]
• Towards Adaptive Hour of CodeTomás Effenberger. 339-343 [doi]
• Leaving No One Behind: Educating Those Most Impacted by Artificial IntelligenceLaura Gemmell, Lucy Wenham, Sabine Hauert. 344-349 [doi]
• Modeling Students' Behavior Using Sequential Patterns to Predict Their PerformanceMehrdad Mirzaei, Shaghayegh Sahebi. 350-353 [doi]
• Personalization in OELEs: Developing a Data-Driven Framework to Model and Scaffold SRL ProcessesAnabil Munshi, Gautam Biswas. 354-358 [doi]
• Analyzing Engagement in an On-Line SessionVandana Naik, Venkatesh Kamat. 359-364 [doi]
• A Machine Learning Grading System Using ChatbotsIfeanyi G. Ndukwe, Ben K. Daniel, Chukwudi E. Amadi. 365-368 [doi]
• Evidence-Based Recommendation for Content Improvement Using Reinforcement LearningMachi Shimmei, Noboru Matsuda. 369-373 [doi]
• A Virtual Counselor for Genetic Risk CommunicationShuo Zhou, Timothy W. Bickmore. 374-378 [doi]
• A Multimodal Alerting System for Online Class Quality AssuranceJiahao Chen, Hang Li, Wenxin Wang, Wenbiao Ding, Gale Yan Huang, Zitao Liu. 381-385 [doi]
• Leveraging Cognitive Science and Artificial Intelligence to Save LivesMatthew Jensen Hays, Aaron Richard Glick, H. Chad Lane. 386-391 [doi]
• A Task-Oriented Dialogue System for Moral EducationYan Peng, Penghe Chen, Yu Lu 0003, Qinggang Meng, Qi Xu, Shengquan Yu. 392-397 [doi]
• Leveraging Student Self-reports to Predict Learning OutcomesShaveen Singh. 398-403 [doi]
• Toward a Scalable Learning Analytics SolutionJosine Verhagen, David Hatfield, Dylan Arena. 404-408 [doi]
• Motivating Students to Ask More QuestionsYuan Wang, Turner Bohlen, Linda Elkins-Tanton, James Tanton. 409-412 [doi]
• Towards Helping Teachers Select Optimal Content for StudentsXiaotian Zou, Wei Ma, Zhenjun Ma, Ryan S. Baker. 413-417 [doi]