Table of Contents

• A Conceptual Model for Hybrid Adaptive Instructional and Assessment SystemsMichelle D. Barrett. 3-13 [doi]
• Designing Adaptive Blended Learning Experiences for Military Formal School CoursesJody Barto, Tarah Daly. 14-28 [doi]
• Personalized Mastery Learning Ecosystems: Using Bloom's Four Objects of Change to Drive Learning in Adaptive Instructional SystemsAnastasia Betts, Khanh-Phuong Thai, Sunil Gunderia. 29-52 [doi]
• Towards a Unified Model of Gamification and MotivationIan T. Dykens, Angelique Wetzel, Stephen L. Dorton, Eric Batchelor. 53-70 [doi]
• Designing Learning Experiences to Encourage Development of Critical Thinking SkillsLauren Massey, Roger Smith, Elizabeth T. Whitaker, Robert Wray. 71-87 [doi]
• Learning the Cognitive Skill of Topographic Map Reading Through Adaptive, High-Repetition TrainingPaul J. Reber, Evan Grandoit, Kevin D. Schmidt, Thomas C. Dixon, Caelie P. McRobert. 88-104 [doi]
• Learning Engineering as an Ethical Framework - A Case Study of Adaptive Courseware DevelopmentRachel Van Campenhout. 105-119 [doi]
• Teaching Reinforcement Learning Agents with Adaptive Instructional SystemsJoost van Oijen, Armon Toubman, Olivier Claessen. 120-136 [doi]
• SQLearn: A Browser Based Adaptive SQL Learning EnvironmentPushkar Bhuse, Jash Jain, Abheet Shaju, Varun John, Abhijit Joshi, Ramkumar Rajendran. 139-152 [doi]
• Towards the Design of an Adaptive Presence Card and Trust Rating System for Online ClassesJonathan D. L. Casano, Jenilyn L. Agapito. 153-166 [doi]
• Education, Ethical Dilemmas and AI: From Ethical Design to Artificial MoralityJoan Casas-Roma, Jordi Conesa, Santi Caballé. 167-182 [doi]
• Formal Methods in Human-Computer Interaction and Adaptive Instructional SystemsBruno Emond. 183-198 [doi]
• Automating Team Competency Assessment in Support of Adaptive Dynamic SimulationsJeremiah T. Folsom-Kovarik, Anne M. Sinatra, Robert A. Sottilare. 199-214 [doi]
• Towards the Design and Development of an Adaptive Gamified Task Management Web Application to Increase Student Engagement in Online LearningMiguel Alfredo C. Madrid, David Matthew A. de Jesus. 215-223 [doi]
• Intelligence Augmentation for Educators, Training Professionals, and LearnersNkaepe E. E. Olaniyi, Jessie Chuang. 224-242 [doi]
• A Generic CbITS Authoring Tool Using xAPIJinsheng Pan, Lijia Wang, Keith T. Shubeck, Xiangen Hu. 243-253 [doi]
• Intelligence Augmentation for Collaborative LearningJeremy Roschelle. 254-264 [doi]
• Designing Ethical Agency for Adaptive Instructional Systems: The FATE of Learning and AssessmentJordan Richard Schoenherr. 265-283 [doi]
• The Role of Participatory Codesign in a Learning Engineering Framework to Support Classroom Implementation of an Adaptive Instructional SystemKelly J. Sheehan, Meagan K. Rothschild, Sarah J. Buchan. 284-297 [doi]
• Scaling Adaptive Instructional System (AIS) Architectures in Low-Adaptive Training EcosystemsRobert A. Sottilare, Keith W. Brawner. 298-310 [doi]
• HyWorM: An Experiment in Dynamic Improvement of Analytic ProcessesEthan Brantley Trewhitt, Elizabeth T. Whitaker, Elizabeth S. Veinott, Rick Thomas, Michael Riley 0004, Ashley F. McDermott, Leonard Eusebi, Michael Dougherty, David A. Illingworth, Sean Guarino. 311-320 [doi]
• Investigating Adaptive Activity Effectiveness Across Domains: Insights into Design Best PracticesRachel Van Campenhout, Bill Jerome, Jeffrey S. Dittel, Benny G. Johnson. 321-333 [doi]
• Croatian POS Tagger as a Prerequisite for Knowledge Extraction in Intelligent Tutoring SystemsDaniel Vasic, Branko Zitko, Ani Grubisic, Slavomir Stankov, Angelina Gaspar, Ines Saric-Grgic, Suzana Tomas, Ivan Peraic, Matea Markic VuCic. 334-345 [doi]
• Evaluating the Question: The Instructor's Side of Adaptive LearningJames Bennett, Leila Casteel, Kitty Kautzer. 349-360 [doi]
• Why Not Go All-In with Artificial Intelligence?Kristen E. DiCerbo. 361-369 [doi]
• Core to the Learning Day: The Adaptive Instructional System as an Integrated Component of Brick-and-Mortar, Blended, and Online LearningLynelle Morgenthaler, Michelle D. Barrett. 370-381 [doi]
• Learner Characteristics in a Chinese Mathematical Intelligent Tutoring SystemKai-Chih Pai, Bor-Chen Kuo, Shu-Chuan Shih, Huey-Min Wu, Hsiao-Yun Huang, Chih-Wei Yang, Chia-Hua Lin. 382-393 [doi]
• Evaluation Methods for an AI-Supported Learning Management System: Quantifying and Qualifying Added Values for Teaching and LearningLisa Rerhaye, Daniela Altun, Christopher Krauss, Christoph Müller. 394-411 [doi]
• Impediments to AIS Adoption in the PhilippinesMa. Mercedes T. Rodrigo. 412-421 [doi]
• Setting Goals in Adaptive Training: Can Learners Improve with a Moving Target?Bradford L. Schroeder, Nicholas W. Fraulini, Wendi L. Van Buskirk, Cheryl I. Johnson, Matthew D. Marraffino. 422-435 [doi]
• Teachers' Perspectives on the Adoption of an Adaptive Learning System Based on Multimodal Affect Recognition for Students with Learning Disabilities and AutismPenny J. Standen, David J. Brown 0001, Gosia Malgosia Kwiatkowska, Matthew K. Belmonte, Maria Jose Galvez Trigo, Helen Boulton, Andrew M. Burton, Madeline Hallewell, Nicholas Shopland, Maria A. Blanco Gonzalez, Elena Milli, Stefano Cobello, Annaleda Mazzucato, Marco Traversi. 436-452 [doi]
• Adaptive Modules on Prerequisite Chemistry Content Positively Impact Chiropractic Students' Proficiency in BiochemistryVerena Van Fleet. 453-465 [doi]
• Using Adaptive Flashcards for Automotive Maintenance Training in the WildDaphne E. Whitmer, Cheryl I. Johnson, Matthew D. Marraffino, Jeremy Hovorka. 466-480 [doi]
• Revealing Data Feature Differences Between System- and Learner-Initiated Self-regulated Learning Processes Within HypermediaMegan Wiedbusch, Daryn A. Dever, Franz Wortha, Elizabeth B. Cloude, Roger Azevedo. 481-495 [doi]
• Collecting 3A Data to Enhance HCI in AISFaruk Ahmed, Genghu Shi, Keith T. Shubeck, Lijia Wang, Jeffrey Black, Emma Pursley, Iqbal Hossain, Xiangen Hu. 499-508 [doi]
• Enhance Conversation-Based Tutoring System with Blended Human TutorFaruk Ahmed, Keith T. Shubeck, Liang Zhang, Lijia Wang, Xiangen Hu. 509-518 [doi]
• Adapting to the Times: Examining Adaptive Instructional Strategies in Preferred and Non-preferred Class TypesMeredith B. Carroll, Maria Chaparro, Summer Rebensky, Kendall Carmody, Rian Mehta, Warren Pittorie. 519-536 [doi]
• Alignment of Competency-Based Learning and Assessment to Adaptive Instructional SystemsLaurie Dunagan, Douglas A. Larson. 537-549 [doi]
• Developing an Adaptive Framework to Support Intelligence AnalysisAshley F. McDermott, Elizabeth S. Veinott, Leonard Eusebi, Elizabeth T. Whitaker, Ethan Brantley Trewhitt, Shane T. Mueller, David A. Illingworth, Rick Thomas, Michael Dougherty, Sean L. Guarino. 550-558 [doi]
• Taxonomy of Physiologically Adaptive Systems and Design FrameworkJohn E. Muñoz, Luis Quintero, Chad L. Stephens, Alan T. Pope. 559-576 [doi]
• Intersectionality and Incremental Value: What Combination(s) of Student Attributes Lead to the Most Effective Adaptations of the Learning Environment?Jenna Olsen, Sydney Shackelford. 577-591 [doi]
• The Adaptive Features of an Intelligent Tutoring System for Adult LiteracyGenghu Shi, Lijia Wang, Liang Zhang, Keith T. Shubeck, Shun Peng, Xiangen Hu, Arthur C. Graesser. 592-603 [doi]
• Considerations Towards Culturally-Adaptive Instructional SystemsMay Marie P. Talandron. 604-615 [doi]
• Applying Adaptive Intelligent Tutoring Techniques to Physical Fitness Training ProgramsJessica Voge, Alex Negri, Paul Woodall, Derek Thayer, Brent Ruby, Walter Hailes, Andrew Reinert, James Niehaus, Spencer Lynn. 616-630 [doi]