Table of Contents

• RepairNet: Contextual Sequence-to-Sequence Network for Automated Program RepairKumar Abhinav, Vijaya Sharvani, Alpana Dubey, Meenakshi D'Souza, Nitish Bhardwaj, Sakshi Jain, Veenu Arora. 3-15 [doi]
• Seven-Year Longitudinal Implications of Wheel Spinning and Productive PersistenceSeth A. Adjei, Ryan S. Baker, Vedant Bahel. 16-28 [doi]
• A Systematic Review of Data-Driven Approaches to Item Difficulty PredictionSamah AlKhuzaey, Floriana Grasso, Terry R. Payne, Valentina A. M. Tamma. 29-41 [doi]
• Annotating Student Engagement Across Grades 1-12: Associations with Demographics and ExpressivityNese Alyüz, Sinem Aslan, Sidney K. D'Mello, Lama Nachman, Asli Arslan Esme. 42-51 [doi]
• Affect-Targeted Interviews for Understanding Student FrustrationRyan S. Baker, Nidhi Nasiar, Jaclyn L. Ocumpaugh, Stephen Hutt, Juliana Ma. Alexandra L. Andres, Stefan Slater, Matthew Schofield, Allison L. Moore, Luc Paquette, Anabil Munshi, Gautam Biswas. 52-63 [doi]
• Explainable Recommendations in a Personalized Programming Practice SystemJordan Barria-Pineda, Kamil Akhuseyinoglu, Stefan Zelem-Celap, Peter Brusilovsky, Aleksandra Klasnja Milicevic, Mirjana Ivanovic. 64-76 [doi]
• Multilingual Age of ExposureRobert-Mihai Botarleanu, Mihai Dascalu, Micah Watanabe, Danielle S. McNamara, Scott Andrew Crossley. 77-87 [doi]
• DiSCS: A New Sequence Segmentation Method for Open-Ended Learning EnvironmentsJames P. Bywater, Mark Floryan, Jennifer L. Chiu. 88-100 [doi]
• Interpretable Clustering of Students' Solutions in Introductory ProgrammingTomás Effenberger, Radek Pelánek. 101-112 [doi]
• Adaptively Scaffolding Cognitive Engagement with Batch Constrained Deep Q-NetworksFahmid Morshed Fahid, Jonathan P. Rowe, Randall D. Spain, Benjamin S. Goldberg, Robert Pokorny, James C. Lester. 113-124 [doi]
• Ordering Effects in a Role-Based Scaffolding Intervention for Asynchronous Online DiscussionsElaine Farrow, Johanna Moore, Dragan Gasevic. 125-136 [doi]
• Option Tracing: Beyond Correctness Analysis in Knowledge TracingAritra Ghosh 0001, Jay Raspat, Andrew S. Lan. 137-149 [doi]
• An Approach for Detecting Student Perceptions of the Programming Experience from Interaction Log DataJamie Gorson, Nicholas LaGrassa, Cindy Hsinyu Hu, Elise Lee, Ava Marie Robinson, Eleanor O'Rourke. 150-164 [doi]
• Discovering Co-creative Dialogue States During Collaborative LearningAmanda E. Griffith, Gloria Ashiya Katuka, Joseph B. Wiggins, Kristy Elizabeth Boyer, Jason Freeman, Brian Magerko, Tom McKlin. 165-177 [doi]
• Affective Teacher Tools: Affective Class Report Card and DashboardAnkit Gupta, Neeraj Menon, William Lee, William Rebelsky, Danielle Allessio, Tom Murray, Beverly Park Woolf, Jacob Whitehill, Ivon Arroyo. 178-189 [doi]
• Engendering Trust in Automated Feedback: A Two Step Comparison of Feedbacks in Gesture Based LearningSameena Hossain, Azamat Kamzin, Venkata Naga Sai Apurupa Amperayani, Prajwal Paudyal, Ayan Banerjee, Sandeep K. S. Gupta. 190-202 [doi]
• Investigating Students' Reasoning in a Code-Tracing TutorJay Jennings, Kasia Muldner. 203-214 [doi]
• Evaluating Critical Reinforcement Learning Framework in the FieldSong Ju, Guojing Zhou, Mark Abdelshiheed, Tiffany Barnes, Min Chi. 215-227 [doi]
• Machine Learning Models and Their Development Process as Learning Affordances for HumansCarmel Kent, Muhammad Ali Chaudhry, Mutlu Cukurova, Ibrahim Bashir, Hannah Pickard, Chris Jenkins, Benedict du Boulay, Anissa Moeini, Rosemary Luckin. 228-240 [doi]
• Predicting Co-occurring Emotions from Eye-Tracking and Interaction Data in MetaTutorSébastien Lallé, Rohit Murali, Cristina Conati, Roger Azevedo. 241-254 [doi]
• A Fairness Evaluation of Automated Methods for Scoring Text Evidence Usage in WritingDiane J. Litman, Haoran Zhang, Richard Correnti, Lindsay Clare Matsumura, Elaine Wang. 255-267 [doi]
• The Challenge of Noisy Classrooms: Speaker Detection During Elementary Students' Collaborative DialogueYingbo Ma, Joseph B. Wiggins, Mehmet Celepkolu, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe. 268-281 [doi]
• Extracting and Clustering Main Ideas from Student Feedback Using Language ModelsMihai Masala, Stefan Ruseti, Mihai Dascalu, Ciprian Dobre. 282-292 [doi]
• Multidimensional Team Communication Modeling for Adaptive Team Training: A Hybrid Deep Learning and Graphical Modeling FrameworkWookhee Min, Randall Spain, Jason D. Saville, Bradford W. Mott, Keith Brawner, Joan Johnston, James C. Lester. 293-305 [doi]
• A Good Start is Half the Battle Won: Unsupervised Pre-training for Low Resource Children's Speech Recognition for an Interactive Reading CompanionAbhinav Misra, Anastassia Loukina, Beata Beigman Klebanov, Binod Gyawali, Klaus Zechner. 306-317 [doi]
• Predicting Knowledge Gain During Web Search Based on Multimedia Resource ConsumptionChristian Otto, Ran Yu 0001, Georg Pardi, Johannes von Hoyer, Markus Rokicki, Anett Hoppe, Peter Holtz, Yvonne Kammerer, Stefan Dietze, Ralph Ewerth. 318-330 [doi]
• Deep Performance Factors Analysis for Knowledge TracingShi Pu, Geoffrey A. Converse, Yuchi Huang. 331-341 [doi]
• Gaming and Confrustion Explain Learning Advantages for a Math Digital Learning GameJ. Elizabeth Richey, Jiayi Zhang, Rohini Das, Juan Miguel L. Andres-Bray, Richard Scruggs, Michael Mogessie Ashenafi, Ryan S. Baker, Bruce M. McLaren. 342-355 [doi]
• Tackling the Credit Assignment Problem in Reinforcement Learning-Induced Pedagogical Policies with Neural NetworksMarkel Sanz Ausin, Mehak Maniktala, Tiffany Barnes, Min Chi. 356-368 [doi]
• TARTA: Teacher Activity Recognizer from Transcriptions and AudioDanner Schlotterbeck, Pablo Uribe, Abelino Jiménez, Roberto Araya, Johan Van der Molen Moris, Daniela Caballero. 369-380 [doi]
• Assessing Algorithmic Fairness in Automatic Classifiers of Educational Forum PostsLele Sha, Mladen Rakovic, Alexander Whitelock-Wainwright, David Carroll, Victoria M. Yew, Dragan Gasevic, Guanliang Chen. 381-394 [doi]
• "Can You Clarify What You Said?": Studying the Impact of Tutee Agents' Follow-Up Questions on Tutors' LearningTasmia Shahriar, Noboru Matsuda. 395-407 [doi]
• Classifying Math Knowledge Components via Task-Adaptive Pre-Trained BERTJia Tracy Shen, Michiharu Yamashita, Ethan Prihar, Neil Heffernan, Xintao Wu, Sean McGrew, Dongwon Lee. 408-419 [doi]
• A Multidimensional Item Response Theory Model for Rubric-Based Writing AssessmentMasaki Uto. 420-432 [doi]
• Towards Blooms Taxonomy Classification Without LabelsZichao Wang 0001, Kyle Manning, Debshila Basu Mallick, Richard G. Baraniuk. 433-445 [doi]
• Automatic Task Requirements Writing Evaluation via Machine Reading ComprehensionShiting Xu, Guowei Xu, Peilei Jia, Wenbiao Ding, Zhongqin Wu, Zitao Liu. 446-458 [doi]
• Temporal Processes Associating with Procrastination DynamicsMengfan Yao, Shaghayegh Sahebi, Reza Feyzi-Behnagh, Semih Bursali, Siqian Zhao. 459-471 [doi]
• Investigating Students' Experiences with Collaboration Analytics for Remote Group MeetingsQi Zhou, Wannapon Suraworachet, Stanislav Pozdniakov, Roberto Martínez Maldonado, Tom Bartindale, Peter Chen, Dan Richardson, Mutlu Cukurova. 472-485 [doi]
• "Now, I Want to Teach It for Real!": Introducing Machine Learning as a Scientific Discovery Tool for K-12 TeachersXiaofei Zhou, Jingwan Tang, Michael Daley, Saad Ahmad, Zhen Bai. 486-499 [doi]
• Better Model, Worse Predictions: The Dangers in Student Model ComparisonsJaroslav Cechák, Radek Pelánek. 500-511 [doi]