Table of Contents

• BarrelBots: ChatGPT Feedback for Middle School Student Creative Minecraft ArtifactsSamuel Hum, Matt Gadbury, Jeffrey Ginger, Kobe Duda, H. Chad Lane. 3-15 [doi]
• Cultivating AI Literacy in Higher Education Students: A Four-Step Conceptual FrameworkNurun Nahar, David Howard, Kater Akeren, Emmanuel Ngele, Paul A. Hollins, Graeme Prescott. 16-29 [doi]
• Collaborative Problem-Solving Dialogue Analysis with Interpretable Temporal ClusteringYeo-Jin Kim, Daeun Hong, Wookhee Min, Snigdha Chaturvedi, Cindy E. Hmelo-Silver, James C. Lester. 30-44 [doi]
• Sense-Making with an AI-Enhanced Coaching Tool: A Think-Aloud StudySandra Sawaya, Sidney K. D'Mello. 45-59 [doi]
• Comparing a Human's and a Multi-Agent System's Thematic Analysis: Assessing Qualitative Coding ConsistencySebastian Simon, Sreecharan Sankaranarayanan, Elham Tajik, Conrad Borchers, Bahar Shahrokhian, Francesco Balzan, Sebastian Strauß, Sree Aurovindh Viswanathan, Amine Hatun Atas, Mia Carapina, Li Liang, Berkan Celik. 60-73 [doi]
• Artificial Fantasy: The Effect of Generative AI on Cognitive Empathy in Creative Problem SolvingAlina A. Karl, Emily Theophilou, Davinia Hernández Leo. 74-88 [doi]
• The Misclassification of Autistic Writing as AI-GeneratedSummer Chambers, Matthew C. Kelley. 89-103 [doi]
• Predicting Facilitator Interventions in Collaborative Game-Based Learning with Student Dialogue AnalysisPriyanka Khare, Halim Acosta, Dan Carpenter, Haesol Bae, Chen Feng, Bradford W. Mott, Seung Y. Lee, Krista D. Glazewski, Cindy E. Hmelo-Silver, James C. Lester. 104-117 [doi]
• The Impact of Background Speech on Interruption Detection in Collaborative GroupsMariah Bradford, Nikhil Krishnaswamy, Nathaniel Blanchard. 118-131 [doi]
• OLiMent: Conversations About Open Learner Modelling to Help Learners Understand and Self-assess Learning GoalsAnnie Yuan, Andrew Fang, Danny Liu, Judy Kay. 132-145 [doi]
• Learner and Instructor Needs in AI-Supported Programming Learning Tools: Design Implications for Features and Adaptive ControlZihan Wu 0002, Yicheng Tang, Barbara J. Ericson. 146-161 [doi]
• Integrating GNNs and Knowledge Graph Patches in Recommendations in MOOCsZhifei Hu, Alexandra I. Cristea, Feng Xia. 162-176 [doi]
• Investigating the Impact of Confusion and Agency on Motivation in a Game-Based Learning EnvironmentDmitri Droujkov, Andrew Emerson, Dan Carpenter, Xiaoyi Tian 0001, Roger Azevedo, Tiffany Barnes. 177-189 [doi]
• Investigating Racial and Skin Tone Biases in Automated Classification of Teachers' Activities in Classroom VideosJames Drimalla, Matthew Korban, Jonathan K. Foster. 190-202 [doi]
• Using Generated Rubrics to Provide a Window Into Item Evaluation with Multi-agent LLMsYu Wang, Madhumitha Gopalakrishnan, Yoav Bergner. 203-217 [doi]
• Leveraging Large Language Models to Enhance the Inner Loops of Intelligent Tutoring SystemsYang Pian, Yu Lu. 218-230 [doi]
• Benchmarking Generative AI for Scoring Medical Student Interviews in Objective Structured Clinical Examinations (OSCEs)Jadon Geathers, Yann Hicke, Colleen E. Chan, Niroop Rajashekar, Sarah Young, Justin Sewell, Susannah Cornes, René F. Kizilcec, Dennis L. Shung. 231-245 [doi]
• Personalized Student Knowledge Modeling for Future Learning Resource PredictionSoroush Hashemifar, Sherry Sahebi. 246-260 [doi]
• Structured Hackathons: A Pedagogical Model For AI EducationJacob Puthipiroj, Thepchai Supnithi, Nongnuch Ketui, Nucharee Thongthungwong. 261-273 [doi]
• HCGKT: Hierarchical Contrastive Graph Knowledge Tracing with Multi-level Feature LearningZhiwei Huang, Zitao Liu 0001. 274-288 [doi]
• LLM-Enhanced Exploratory Learning with LaLaMoSuLe: Understanding the Interplay Between AI-Powered Educational Interfaces, Eudaimonic Experience, Autonomy, and Competence PerceptionsJulian Marvin Jörs, Ernesto William De Luca. 289-303 [doi]
• "I Understand Why I Got This Grade": Automatic Short Answer Grading (ASAG) with FeedbackDishank Aggarwal, Pritam Sil, Bhaskaran Raman, Pushpak Bhattacharyya. 304-318 [doi]
• Can LLMs Generate Accurate Bayesian Networks to Enhance Knowledge Tracing ?Ange Tato, Roger Nkambou. 319-332 [doi]
• Supporting L2 Learners' English Oral Proficiency Development with a GenAI Voice Chatbot: The Case of KELLYLiqun He, Xin Guan, Xianyu Yi, Mutlu Cukurova, Kazuya Saito, Manolis Mavrikis. 333-346 [doi]
• Buggy Rule Diagnosis for Combined Steps Through Final Answer Evaluation in Stepwise TasksGerben van der Hoek, Johan Jeuring, Rogier Bos. 347-360 [doi]
• TutorGym: A Testbed for Evaluating AI Agents as Tutors and StudentsDaniel Weitekamp III, Momin Naushad Siddiqui, Christopher J. MacLellan. 361-376 [doi]
• Towards Real-Time Automated Self-regulated Learning Detection in EssaysInti Bistolfi, Susanne de Mooij, Joep van der Graaf, Inge Molenaar. 377-392 [doi]
• A Generalized Apprenticeship Learning Framework for Capturing Evolving Student Pedagogical StrategiesMd. Mirajul Islam, Xi Yang 0019, Rajesh Debnath, Adittya Shoukarjya Saha, Min Chi. 393-408 [doi]
• Personalised Code and Error Predictions in Programming Education via Large Language ModelsMartha Shaka, Diego Carraro, Kenneth N. Brown. 409-423 [doi]
• Detecting Informal Reasoning Errors in Spoken Arguments: A Difficulty Factors Assessment of Distracted ReasoningNicholas Diana, John C. Stamper. 424-437 [doi]
• Unveiling the Interplay Between Affect and Cognitive Load During Simulation-Based TrainingMinghao Cai, Michael Guevarra, Yalmaz Ali Abdullah, Carrie Demmans Epp. 438-452 [doi]
• From Formulas to Figures: How Visual Elements Impact User Interactions in Educational VideosWolfgang Gritz, Hewi Salih, Anett Hoppe, Ralph Ewerth. 453-467 [doi]
• How Virtual Agents Can Shape Human-Human Collaboration: A Systematic ReviewToni V. Earle-Randell, Shan Zhang, Noah L. Schroeder, Kristy Elizabeth Boyer, Emmanuel Dorley. 468-486 [doi]
• Towards a Task-Agnostic Assessment of Self-regulated Learning in Modeling ActivitiesShir Drive, Ido Roll. 487-500 [doi]