Table of Contents

• Tutorial: Principal Stratification for EDM ExperimentsAdam Sales. [doi]
• Toward Replicable Predictive Model Evaluation in MOOCsJosh Gardner, Christopher Brooks. [doi]
• Predicting Prospective Peer Helpers to Provide Just-In-Time Help to Users in Question and Answer ForumsOluwabukola Mayowa Ishola, Gordon McCalla. [doi]
• Task and Timing: Separating Procedural and Tactical Knowledge in Student ModelsJoshua Cook, Collin Lynch, Andrew Hicks, Behrooz Mostafavi. [doi]
• Predicting Short- and Long-Term Vocabulary Learning via Semantic Features of Partial Word KnowledgeSungJin Nam, Gwen A. Frishkoff, Kevyn Collins-Thompson. [doi]
• A Neural Network Approach to Estimate Student Skill Mastery in Cognitive Diagnostic AssessmentsQi Guo, Maria Cutumisu, Ying Cui. [doi]
• Data-Mining Textual Responses to Uncover Misconception PatternsJoshua J. Michalenko, Andrew S. Lan, Andrew E. Waters, Phillip Grimaldi, Richard G. Baraniuk. [doi]
• Emerging Patterns in Student's Learning Attributes through Text MiningKejkaew Thanasuan, Warasinee Chaisangmongkon, Chanikarn Wongviriyawong. [doi]
• The Reading Ability of College FreshmenAndrew Olney, Breya Walker, Raven Davis, Arthur C. Graesser. [doi]
• An Analysis of Students' Questions in MOOCs ForumsMeng Cao, Yun Tang, Xiangen Hu. [doi]
• Combining Machine Learning and Natural Language Processing Approach to Assess Literary Text ComprehensionRenu Balyan, Kathryn S. McCarthy, Danielle S. McNamara. [doi]
• Estimating Individual Treatment Effect from Educational Studies with Residual Counterfactual NetworksSiyuan Zhao, Neil T. Heffernan. [doi]
• Can AI help MOOCs?Jie Tang 0001. [doi]
• Sequence Modelling For Analysing Student Interaction with Educational SystemsChristian Hansen, Casper Hansen, Niklas Hjuler, Stephen Alstrup, Christina Lioma. [doi]
• Modeling Wheel-spinning and Productive Persistence in Skill BuildersShimin Kai, Ma. Victoria Almeda, Ryan S. Baker, Nicole Shechtman, Cristina Heffernan, Neil T. Heffernan. [doi]
• On the Prevalence of Multiple-Account Cheating in Massive Open Online LearningYingying Bao, Guanliang Chen, Claudia Hauff. [doi]
• The evolution of virtual tutors, clinician, and companions: A 20-year perspective on conversational agents in real-world applicationsRonald Cole. [doi]
• Metacognitive Prompt Overdose: Positive and Negative Effects of Prompts in iSTARTKathryn S. McCarthy, Amy M. Johnson, Aaron D. Likens, Zachary Martin, Danielle S. McNamara. [doi]
• Cluster Analysis of Real Time Location Data - An Application of Gaussian Mixture ModelsAlvaro Ortiz-Vazquez, Xiang Liu, Ching-Fu Lan, Hui Soo Chae, Gary Natriello. [doi]
• Towards Automatic Classification of Learning Objects: Reducing the Number of Used FeaturesCristóbal Romero, Pedro G. Espejo, Eva Gibaja, Alfredo Zapata Gonzalez, Víctor H. Menéndez. [doi]
• When and who at risk? Call back at these critical pointsYuntao Li, Chengzhen Fu, Yan Zhang. [doi]
• Clustering Students in ASSISTments: Exploring System- and School-Level Traits to Advance PersonalizationSeth Adjei, Korinn Ostrow, Erik Erickson, Neil T. Heffernan. [doi]
• Identifiability of the Bayesian Knowledge Tracing ModelJunchen Feng. [doi]
• Whitebox: A Device To Assist Group Work EvaluationDaisuke Yukita. [doi]
• Student Use of Inquiry Simulations in Middle School ScienceElizabeth McBride. [doi]
• Efficient Feature Embeddings for Student Classification with Variational Auto-encodersSeverin Klingler, Rafael Wampfler, Tanja Käser, Barbara Solenthaler, Markus H. Gross. [doi]
• The Misidentified Identifiability Problem of Bayesian Knowledge TracingShayan Doroudi, Emma Brunskill. [doi]
• Student Use of Scaffolded Inquiry Simulations in Middle School ScienceElizabeth McBride, Jonathan M. Vitale, Marcia C. Linn. [doi]
• Analysis of problem-solving behavior in open-ended scientific-discovery game challengesAaron Bauer 0002, Jeff Flatten, Zoran Popovic. [doi]
• Adaptive Assessment Experiment in a HarvardX MOOCIlia Rushkin, Yigal Rosen, Andrew M. Ang, Colin Fredericks, Dustin Tingley, Mary Jean Blink, Glenn Lopez. [doi]
• Predicting Student Retention from Behavior in an Online Orientation CourseShimin Kai, Juan Miguel L. Andres, Luc Paquette, Ryan S. Baker, Kati Molnar, Harriet Watkins, Michael Moore. [doi]
• MyCOS Intelligent Teaching AssistantJiao Guo, Xinhua Huang, Boqing Wang. [doi]
• Predicting Performance in a Small Private Online CourseHan Wan, Jun Ding, Xiaopeng Gao, Qiaoye Yu, Kangxu Liu. [doi]
• Modeling the Zone of Proximal Development with a Computational ApproachIrene-Angelica Chounta, Bruce M. McLaren, Patricia L. Albacete, Pamela W. Jordan, Sandra Katz. [doi]
• Can Typical Behaviors Identified in MOOCs be Discovered in Other Courses?Truong-Sinh An, Christopher Krauss, Agathe Merceron. [doi]
• A Framework for the Estimation of Students' Programming AbilitiesElla Albrecht. [doi]
• Intelligent Composition of Test Papers based on MOOC Learning DataLin Ma, Yuchun Ma. [doi]
• Closing the loop: Automated data-driven cognitive model discoveries lead to improved instruction and learningRan Liu, Kenneth R. Koedinger. [doi]
• Graph-based Educational Data MiningCollin Lynch, Tiffany Barnes, Linting Xue, Niki Gitinabard. [doi]
• RiPLE: Recommendation in Peer-Learning Environments Based on Knowledge Gaps and InterestsHassan Khosravi, Kendra M. L. Cooper, Kirsty Kitto. [doi]
• Modeling Network Dynamics of MOOC Discussion Interactions at ScaleJingjing Zhang, Maxim Skryabin. [doi]
• Improving Models of Peer Grading in SPOCYong Han, Wenjun Wu, Xuan Zhou. [doi]
• Assessing Computer Literacy of Adults with Low Literacy SkillsAndrew Olney, Dariush Bakhtiari, Daphne Greenberg, Arthur C. Graesser. [doi]
• Assessing the Dialogic Properties of Classroom Discourse: Proportion Models for Imbalanced ClassesAndrew Olney, Borhan Samei, Patrick J. Donnelly, Sidney D'Mello. [doi]
• Using an Additive Factor Model and Performance Factor Analysis to Assess Learning Gains in a Tutoring System to Help Adults with Reading DifficultiesGenghu Shi, Philip I. Pavlik Jr., Arthur C. Graesser. [doi]
• Tracking Online Reading of College StudentsAndrew Olney, Eric Hosman, Arthur C. Graesser, Sidney D'Mello. [doi]
• Teaching Informal Logical Fallacy Identification with a Cognitive TutorNicholas Diana, John C. Stamper, Kenneth R. Koedinger. [doi]
• Learning to Represent Student Knowledge on Programming Exercises Using Deep LearningLisa Wang, Angela Sy, Larry Liu, Chris Piech. [doi]
• Why data standards are critical for EDM and AIEDXiangen Hu, Robby Robson, Avron Barr. [doi]
• Linking Language to Math Success in a Blended CourseScott A. Crossley, Tiffany Barnes, Collin Lynch, Danielle S. McNamara. [doi]
• An Effective Framework for Automatically Generating and Ranking Topics in MOOC VideosJile Zhu, Xiang Li, Zhuo Wang, Ming Zhang 0004. [doi]
• Supporting the Encouragement of Forum ParticipationAashna Garg, Andreas Paepcke. [doi]
• A Latent Factor Model For Instructor Content Preference AnalysisJack Wang, Andrew S. Lan, Phillip Grimaldi, Richard G. Baraniuk. [doi]
• Behavior-Based Latent Variable Model for Learner EngagementAndrew Lan, Christopher G. Brinton, Tsung-Yen Yang, Mung Chiang. [doi]
• Studying MOOC Completion at Scale Using the MOOC Replication FrameworkJuan Miguel L. Andres, Ryan S. Baker, George Siemens, Dragan Gasevic, Catherine A. Spann, Scott A. Crossley. [doi]
• Exploring the Relationship Between Student Pre-knowledge and Engagement in MOOC Class Using Polytomous IRTJingxuan Liu, Hongli Li. [doi]
• On the Influence on Learning of Student Compliance with Prompts Fostering Self-Regulated LearningSébastien Lallé, Cristina Conati, Roger Azevedo, Michelle Taub, Nicholas Mudrick. [doi]
• Characterizing Collaboration in the Pair Program Tracing and Debugging Eye-Tracking Experiment: A Preliminary AnalysisMaureen Villamor, Ma. Mercedes T. Rodrigo. [doi]
• Application of the Dynamic Time Warping Distance for the Student Drop-out Prediction on Time Series DataAlexander Askinadze, Stefan Conrad 0001. [doi]
• Workshop proposal: deep learning for educational data miningJoseph Beck, Min Chi, Ryan S. Baker. [doi]
• Modeling Classifiers for Virtual Internships Without Participant DataDipesh Gautam, Zachari Swiecki, David W. Shaffer, Vasile Rus, Arthur C. Graesser. [doi]
• Real-time programming exercise feedback in MOOCsZhenghao Chen, Andy Nguyen, Amory Schlender, Jiquan Ngiam. [doi]
• Using Temporal Association Rule Mining to Predict Dyadic Rapport in Peer TutoringMichael A. Madaio, Rae Lasko, Justine Cassell, Amy Ogan. [doi]
• Gaze-based Detection of Mind Wandering during Lecture ViewingStephen Hutt, Jessica Hardey, Robert Bixler, Angela Stewart, Evan F. Risko, Sidney D'Mello. [doi]
• Grouping Students for Maximizing Learning from PeersRakesh Agrawal 0001, Sharad Nandanwar, Narasimha Murty Musti. [doi]
• Mining Innovative Augmented Graph Grammars for Argument Diagrams through Novelty SelectionLinting Xue, Collin Lynch, Min Chi. [doi]
• Dropout Prediction in MOOCs using Learners' Study Habits FeaturesHan Wan, Jun Ding, Xiaopeng Gao, David Pritchard. [doi]
• Using Graph-based Modelling to explore changes in students' affective states during exploratory learning tasksBeate Grawemeyer, Alex Wollenschlaeger, Sergio Gutiérrez Santos, Wayne Holmes, Manolis Mavrikis, Alexandra Poulovassilis. [doi]
• Measuring Similarity of Educational Items Using Data on Learners' PerformanceJirí Rihák, Radek Pelánek. [doi]
• Social work in the classroom? A tool to evaluate topical relevance in student writingHeeryung Choi, Zijian Wang, Christopher Brooks, Kevyn Collins-Thompson, Beth Glover Reed, Dale Fitch. [doi]
• Causal Forest vs. Naive Causal Forest in Detecting Personalization: An Empirical Study in ASSISTmentsBiao Yin, Anthony F. Botelho, Thanaporn Patikorn, Neil T. Heffernan, Jian Zou. [doi]
• An Offline Evaluation Method for Individual Treatment Rules and How to Find Heterogeneous Treatment EffectThanaporn Patikorn, Neil T. Heffernan, Jian Zou. [doi]
• A Prediction and Early Alert Model Using Learning Management System Data and Grounded in Learning Science TheoryWon-Joon Hong, Matthew L. Bernacki. [doi]
• Developing Chinese Automated Essay Scoring Model to Assess College Students' Essay QualityYu-Ju Lu, Bor-Chen Kuo, Kai-Chih Pai. [doi]
• Modeling MOOC Student Behavior With Two-Layer Hidden Markov ModelsChase Geigle, ChengXiang Zhai. [doi]
• Student Learning Strategies to Predict Success in an Online Adaptive Mathematics Tutoring SystemJun Xie, Shirin Mojarad, Keith T. Shubeck, Alfred Essa, Ryan S. Baker, Xiangen Hu. [doi]
• The Antecedents of and Associations with Elective Replay in An Educational Game: Is Replay Worth It?Zhongxiu Liu, Christa Cody, Tiffany Barnes, Collin Lynch, Teomara Rutherford. [doi]
• Evaluation of a Data-driven Feedback Algorithm for Open-ended ProgrammingThomas W. Price, Rui Zhi, Tiffany Barnes. [doi]
• Automated Extraction of Results from Full Text Journal ArticlesR. Wes Crues. [doi]
• Generalizability of Face-Based Mind Wandering Detection Across Task ContextsAngela Stewart, Nigel Bosch, Sidney D'Mello. [doi]
• Zone out no more: Mitigating mind wandering during computerized readingSidney K. D'Mello, Caitlin Mills, Robert Bixler, Nigel Bosch. [doi]
• Toward the Automatic Labeling of Course Questions for Ensuring their Alignment with Learning OutcomesS. Supraja, Kevin Hartman, Sivanagaraja Tatinati, Andy W. H. Khong. [doi]
• Tell Me More: Digital Eyes to the Physical World for Early Childhood LearningVijay Ekambaram, Ruhi Sharma Mittal, Prasenjit Dey, Ravindranath Kokku, Aditya K. Sinha, Satya V. Nitta. [doi]
• Clustering Student Sequential Trajectories Using Dynamic Time WrappingShitian Shen, Min Chi. [doi]
• Learner Affect Through the Looking Glass: Characterization and Detection of Confusion in Online CoursesZiheng Zeng, Snigdha Chaturvedi, Suma Bhat. [doi]
• Discovering skill prerequisite structure through Bayesian estimation and nested model comparisonSoo-Yun Han, Jiyoung Yoon, Yun Joo Yoo. [doi]
• Adaptive Sequential Recommendation for Discussion Forums on MOOCs using Context TreesFei Mi, Boi Faltings. [doi]
• Towards Closing the Loop: Bridging Machine-induced Pedagogical Policies to Learning TheoriesGuojing Zhou, Jianxun Wang, Collin Lynch, Min Chi. [doi]
• Dropout Prediction in Home Care TrainingWenjun Zeng, Si-Chi Chin, Brenda Zeimet, Rui Kuang, Chih-Lin Chi. [doi]
• A Topic Model and Social Network Analysis of a School Blogging PlatformXiaoting Kuang, Hui Soo Chae, Brian Hughes, Gary Natriello. [doi]
• Automatic Scoring Method for Descriptive Test Using Recurrent Neural NetworkKeiji Yasuda, Izuru Nogaito, Hiroyuki Kawashima, Hiroaki Kimura, Masayuki Hashimoto. [doi]
• Towards reliable and valid measurement of individualized student parametersRan Liu, Kenneth R. Koedinger. [doi]
• Identifying relationships between students' questions type and their behaviorFatima Harrak, François Bouchet, Vanda Luengo. [doi]
• Inferring Frequently Asked Questions from Student Question Answering ForumsRenuka Sindhgatta, Smit Marvaniya, Tejas I. Dhamecha, Bikram Sengupta. [doi]
• Untangling The Program Name Versus The Curriculum: An Investigation of Titles and Curriculum ContentR. Wes Crues. [doi]
• Making the Grade: How Learner Engagement Changes After Passing a CourseDavid Lang, Ben Domingue, Alex Kindel, Andreas Paepcke. [doi]
• Automated Assessment for Scientific Explanations in On-line Science InquiryHaiying Li, Janice D. Gobert, Rachel Dickler. [doi]
• Addressing Student Behavior and Affect with Empathy and Growth MindsetShamya Karumbaiah, Rafael Lizarralde, Danielle Allessio, Beverly Park Woolf, Ivon Arroyo. [doi]
• Intelligent Argument Grading System forStudent-produced Argument DiagramsLinting Xue. [doi]
• Automatic Peer Tutor Matching: Data-Driven Methods to Enable New Opportunities for HelpNicholas Diana, Michael Eagle, John C. Stamper, Shuchi Grover, Marie A. Bienkowski, Satabdi Basu. [doi]
• Online Learning Persistence and Academic AchievementYing Fang, Benjamin Nye, Philip I. Pavlik Jr., Yonghong Xu, Arthur C. Graesser, Xiangen Hu. [doi]
• Development of a Trajectory Model for Visualizing Teacher ICT Usage Based on Event Segmentation DataLongwei Zheng, Rui Shi, Xiaoqing Gu, Bingcong Wu, Yuanyuan Feng. [doi]
• Short-Answer Responses to STEM Exercises: Measuring Response Validity and Its Impact on LearningAndrew E. Waters, Phillip Grimaldi, Andrew S. Lan, Richard G. Baraniuk. [doi]
• Understanding Student's Reviewing and Reflection Behaviors Using Web-based Programming Grading AssistantYancy Vance M. Paredes, Po-Kai Huang, Sharon I-Han Hsiao. [doi]
• Using a Single Model Trained across Multiple Experiments to Improve the Detection of Treatment EffectsThanaporn Patikorn, Douglas Selent, Neil T. Heffernan, Joseph Beck, Jian Zou. [doi]
• Grade Prediction with Temporal Course-wise InfluenceZhiyun Ren, Xia Ning, Huzefa Rangwala. [doi]
• Sharing and Reusing Data and Analytic Methods with LearnSphereRan Liu, Kenneth R. Koedinger, John C. Stamper, Philip I. Pavlik Jr.. [doi]
• Epistemic Network Analysis and Topic Modeling for Chat Data from Collaborative Learning EnvironmentZhiqiang Cai, Brendan Eagan, Nia Dowell, James W. Pennebaker, Arthur C. Graesser, David W. Shaffer. [doi]
• Modeling Dormitory Occupancy Using Markov ChainsDavid Pokrajac, Kimberley Sudler, Diana Yankovich, Teresa Hardee. [doi]
• Convolutional Neural Network for Automatic Detection of Sociomoral Reasoning LevelAnge Adrienne Nyamen Tato, Roger Nkambou, Aude Dufresne. [doi]
• An Extended Learner Modeling Method to Assess Students' Learning BehaviorsYi Dong, Gautam Biswas. [doi]
• Personalized Feedback for Open-Response Mathematical Questions using Long Short-Term Memory NetworksJoshua J. Michalenko, Andrew S. Lan, Richard G. Baraniuk. [doi]
• Few hundred parameters outperform few hundred thousand?Amar Lalwani, Sweety Agrawal. [doi]
• Identifying student communities in blended coursesNiki Gitinabard, Collin Lynch, Sarah Heckman, Tiffany Barnes. [doi]
• Text analysis with LIWC and Coh-Metrix: Portraying MOOCs InstructorsJunyi Li, Yun Tang, Lijun Sun, Xiangen Hu. [doi]