Table of Contents

• Living with Agents: From Human-Agent Teamwork to Cognitive ProsthesesJeffrey Bradshaw. 1 [doi]
• Computational HumorOliviero Stock. 2-3 [doi]
• Large-Scale Introduction of E-learning at Universities throughout EuropeFred Mulder, Jos Rikers, Piet Henderikx. 4-5 [doi]
• A Roadmap of Epistemic Logics for Learning AgentsFrédéric Koriche. 6-7 [doi]
• ITS, Agents, BDI, and Affection: Trying to Make a Plan Come TogetherRosa Maria Vicari. 8-9 [doi]
• An Intellectual Genealogy Graph Affording a Fine Prospect of Organizational LearningYusuke Hayashi, Hiroyuki Tsumoto, Mitsuru Ikeda, Riichiro Mizoguchi. 10-20 [doi]
• Group-Oriented Modelling Tools with Heterogeneous SemanticsNiels Pinkwart, Heinz Ulrich Hoppe, Lars Bollen, Eva Fuhlrott. 21-30 [doi]
• Social Network Analysis Used for Modelling Collaboration in Distance Learning GroupsChristophe Reffay, Thierry Chanier. 31-40 [doi]
• On the Social Rational Mirror: Learning E-commerce in a Web-Served Learning EnvironmentGermana M. da Nóbrega, Stefano A. Cerri, Jean Sallantin. 41-50 [doi]
• Including Malicious Agents into a Collaborative Learning EnvironmentNatalia López, Manuel Núñez, Ismael Rodríguez, Fernando Rubio. 51-60 [doi]
• Learning with Virtual Agents: Competition and Cooperation in AMICODorothée Rasseneur, Élisabeth Delozanne, Pierre Jacoboni, Brigitte Grugeon. 61-70 [doi]
• Adaptive Tutoring Processes and Mental PlansAlke Martens, Adelinde Uhrmacher. 71-80 [doi]
• Architectural Patterns in Pedagogical AgentsVladan Devedzic, Andreas Harrer. 81-90 [doi]
• DÓRIS - Pedagogical Agent in Intelligent Tutoring SystemsCássia Trojahn dos Santos, Rejane Frozza, Alessandra Dhamer, Luciano Paschoal Gaspary. 91-104 [doi]
• Developing Distributed Intelligent Learning Environment with JADE - Java Agents for Distance Education FrameworkRicardo Azambuja Silveira, Rosa Maria Vicari. 105-118 [doi]
• A Web-Based Intelligent Tutoring System Using Hybrid Rules as Its Representational BasisJim Prentzas, Ioannis Hatzilygeroudis, John D. Garofalakis. 119-128 [doi]
• Using Vector-Space Model in Adaptive Hypermedia for LearningJaakko Kurhila, Matti Lattu, Anu Pietilä. 129-138 [doi]
• A System for the Specification and Development of an Environment for Distributed CSCL ScenariosM. Felisa Verdejo, Beatriz Barros, Timothy Read, Miguel Rodríguez-Artacho. 139-148 [doi]
• Modelling of an Adaptive Hypermedia System Based on Active RulesHussein Raad, Bernard Causse. 149-157 [doi]
• The Architecture of Why2-Atlas: A Coach for Qualitative Physics Essay WritingKurt VanLehn, Pamela W. Jordan, Carolyn Penstein Rosé, Dumisizwe Bhembe, Michael Böttner, Andy Gaydos, Maxim Makatchev, Umarani Pappuswamy, Michael A. Ringenberg, Antonio Roque, Stephanie Siler, Ramesh Srivastava. 158-167 [doi]
• Integrating Multimedia Technology, Knowledge Based System and Speech Processing for the Diagnostic and Treatment of Developmental DyslexiaLorenzo Moreno, C. S. González, Vanessa Muñoz, J. I. Estévez, R. M. Aguilar, José L. Sánchez, Jose F. Sigut, José D. Piñeiro. 168-177 [doi]
• The Aplusix-Editor: A New Kind of Software for the Learning of AlgebraJean-François Nicaud, Denis Bouhineau, Thomas Huguet. 178-187 [doi]
• LKC: Learning by Knowledge ConstructionKhalid Rouane, Claude Frasson, Marc Kaltenbach. 188-198 [doi]
• Generating Intelligent Tutoring Systems from Reusable Components and Knowledge-Based SystemsEman El-Sheikh, Jon Sticklen. 199-207 [doi]
• Evaluating and Revising Courses from Web Resources EducationalDanièle Hérin, Michel Sala, Pierre Pompidor. 208-218 [doi]
• Adaptive Postviewer for Constructive Learning in HyperspaceAkihiro Kashihara, Kunitaka Kumei, Shinobu Hasegawa, Jun ichi Toyoda. 219-228 [doi]
• Adaptive Visualization Component of a Distributed Web-Based Adaptive Educational SystemPeter Brusilovsky, Hoah-Der Su. 229-238 [doi]
• Dynamic Profiling in a Real-Time Collaborative Learning EnvironmentJaakko Kurhila, Miikka Miettinen, Petri Nokelainen, Henry Tirri. 239-248 [doi]
• Dynamic Generation of an Interface for the Capture of Educational MetadataIssam Rebaï, Brigitte de La Passardiére. 249-258 [doi]
• Ontology-Centered Personalized Presentation of Knowledge Extracted from the WebStefan Trausan-Matu, Daniele Maraschi, Stefano A. Cerri. 259-269 [doi]
• Ontological Support for Web Courseware AuthoringLora Aroyo, Darina Dicheva, Alexandra I. Cristea. 270-280 [doi]
• Hypermedia Environment for Learning Concepts Based on Inter-Domain Analogies as an Educational StrategyCécile Meyer. 281-290 [doi]
• Towards a Specification of Distributed and Intelligent Web Based Training SystemsClaus Möbus, Bernd Albers, Stefan Hartmann, Heinz-Jürgen Thole, Jochen Zurborg. 291-300 [doi]
• A Virtual Assistant for Web-Based Training in Engineering EducationFrédéric Geoffroy, Esma Aïmeur, Denis Gillet. 301-310 [doi]
• Web-Based ITS for Training System Managers on the Computer IntrusionChong-Woo Woo, Jin-Woo Choi, Martha W. Evens. 311-319 [doi]
• A La Recherche du Temps Perdu, or As Time Goes By: Where Does the Time Go in a Reading Tutor That Listens?Jack Mostow, Gregory Aist, Joseph E. Beck, Raghuvee Chalasani, Andrew Cuneo, Peng Jia, Krishna Kadaru. 320-329 [doi]
• An Empirical Assessment of Comprehension Fostering Features in an Intelligent Tutoring SystemSantosh A. Mathan, Kenneth R. Koedinger. 330-343 [doi]
• Pilot-Testing a Tutorial Dialogue System That Supports Self-ExplanationVincent Aleven, Octav Popescu, Kenneth R. Koedinger. 344-354 [doi]
• When and Why Does Mastery Learning Work: Instructional Experiments with ACT-R SimStudents Benjamin MacLaren, Kenneth R. Koedinger. 355-366 [doi]
• Minimally Invasive Tutoring of Complex Physics Problem SolvingKurt VanLehn, Collin Lynch, Linwood Taylor, Anders Weinstein, Robert Shelby, Kay G. Schulze, Donald Treacy, Mary Wintersgill. 367-376 [doi]
• KERMIT: A Constraint-Based Tutor for Database ModelingPramuditha Suraweera, Antonija Mitrovic. 377-387 [doi]
• Automatic Problem Generation in Constraint-Based TutorsBrent Martin, Antonija Mitrovic. 388-398 [doi]
• Collaborative Ontological Engineering of Instructional Design Knowledge for an ITS Authoring EnvironmentJacqueline Bourdeau, Riichiro Mizoguchi. 399-409 [doi]
• TeLoDe : Towards Creating an Intelligent Computer Algebra SystemIraklis Paraskakis. 410-420 [doi]
• An Intelligent Teaching Assistant System for LogicLeanna Lesta, Kalina Yacef. 421-431 [doi]
• The Design and Implementation of a Graphical Communication Medium for Interactive Open Learner ModellingVania Dimitrova, Paul Brna, John A. Self. 432-441 [doi]
• Exploring Various Guidance Mechanisms to Support Interaction with Inspectable Learner ModelsJuan-Diego Zapata-Rivera, Jim E. Greer. 442-452 [doi]
• Supporting Learning by Opening the Student ModelDanita Hartley, Antonija Mitrovic. 453-462 [doi]
• Reasoning about Systems of Physics EquationsChun Wai Liew, Donald E. Smith. 463-472 [doi]
• Principle Hierarchy Based Intelligent Tutoring System for Common Cockpit Helicopter TrainingRobert A. Richards. 473-483 [doi]
• ASIMIL: Overview of a Distance Learning Flight-Training SystemMichel Aka, Claude Frasson. 484-495 [doi]
• Cognitive Modelling Approach to Diagnose Over-Simplification in Simulation-Based TrainingAndreas Lüdtke, Claus Möbus, Heinz-Jürgen Thole. 496-506 [doi]
• SIMPA: A Training Platform in Work Station Including Computing TutorsLaurent Duquesnoy, Jean-Luc Berger, Patrick Prévôt, Françoise Sandoz-Guermond. 507-520 [doi]
• Computer Aided Evaluation of Trainee Skills on a Simulator NetworkMichelle Joab, Odette Auzende, Michel Futtersack, Brigitte Bonnet, Patrice Le Leydour. 521-530 [doi]
• Qualitative Assessment on Aeronautical Training with Cognitive AgentsAnton Minko, Guy Gouardères, Orest Popov. 531-541 [doi]
• Collaborative Discourse Theory as a Foundation for Tutorial DialogueJeff Rickel, Neal Lesh, Charles Rich, Candace L. Sidner, Abigail S. Gertner. 542-551 [doi]
• A Hybrid Language Understanding Approach for Robust Selection of Tutoring GoalsCarolyn Penstein Rosé, Dumisizwe Bhembe, Antonio Roque, Stephanie Siler, Ramesh Srivastava, Kurt VanLehn. 552-561 [doi]
• Beyond the Short Answer Question with Research Methods TutorKalliopi-Irini Malatesta, Peter M. Wiemer-Hastings, Judy Robertson. 562-573 [doi]
• A 3-Tier Planning Architecture for Managing Tutorial DialogueClaus Zinn, Johanna D. Moore, Mark G. Core. 574-584 [doi]
• Teaching Case-Based Argumentation Concepts Using Dialectic Arguments vs. Didactic ExplanationsKevin D. Ashley, Ravi Desai, John M. Levine. 585-595 [doi]
• An Intelligent Tutoring System Incorporating a Model of an Experienced Human TutorNeil T. Heffernan, Kenneth R. Koedinger. 596-608 [doi]
• An Instructional Assistant Agent for Distributed Collaborative LearningWeiqin Chen, Barbara Wasson. 609-618 [doi]
• Conflicts in Group Planning: Results from the Experimental Study of MArCoPatricia Azevedo Tedesco. 619-629 [doi]
• An Approach to Automatic Analysis of Learners Social Behavior During Computer-Mediated Synchronous ConversationsSébastien George, Pascal Leroux. 630-640 [doi]
• Going Beyond the Problem Given: How Human Tutors Use Post-practice Discussions to Support TransferSandra Katz, David Allbritton. 641-650 [doi]
• Conception of a Language Learning Environment Based on the Communicative and Actional ApproachesJohan Michel, Jérôme Lehuen. 651-660 [doi]
• Deriving Acquisition Principles from Tutoring PrinciplesJihie Kim, Yolanda Gil. 661-670 [doi]
• Collaborative Discovery Learning of Model DesignCrescencio Bravo, Miguel A. Redondo, Manuel Ortega, Felisa Verdejo. 671-680 [doi]
• A General Platform for Inquiry LearningBeverly Park Woolf, John Reid, Neil Stillings, Merle Bruno, Dan Murray, Paula Reese, Alan Peterfreund, Kenneth Rath. 681-697 [doi]
• Assessing Effective Exploration in Open Learning Environments Using Bayesian NetworksAndrea Bunt, Cristina Conati. 698-707 [doi]
• Hierarchical Representation and Evaluation of the Student in an Intelligent Tutoring SystemJoséphine M. P. Tchétagni, Roger Nkambou. 708-717 [doi]
• CLARISSE: A Machine Learning Tool to Initialize Student ModelsEsma Aïmeur, Gilles Brassard, Hugo Dufort, Sébastien Gambs. 718-728 [doi]
• Incorporating Learning Characteristics into an Intelligent TutorDeclan Kelly, Brendan Tangney. 729-738 [doi]
• Simultaneous Evaluation of Multiple Topics in SIETTEEduardo Guzmán, Ricardo Conejo. 739-748 [doi]
• Toward Measuring and Maintaining the Zone of Proximal Development in Adaptive Instructional SystemsTom Murray, Ivon Arroyo. 749-758 [doi]
• Getting to Know Me: Helping Learners Understand Their Own Learning Needs through Metacognitive ScaffoldingRosemary Luckin, Louise Hammerton. 759-771 [doi]
• Using Production to Assess Learning: An ILE That Fosters Self-Regulated LearningPhilippe Dessus, Benoît Lemaire. 772-781 [doi]
• The Ambre ILE: How to Use Case-Based Reasoning to Teach MethodsNathalie Guin-Duclosson, Stéphanie Jean-Daubias, Sandra Nogry. 782-791 [doi]
• Model-Based Reasoning for Domain Modeling in a Web-Based Intelligent Tutoring System to Help Students Learn to Debug C++ ProgramsAmruth N. Kumar. 792-801 [doi]
• Using Computer Algebra Systems as Cognitive ToolsJochen Büdenbender, Adrian Frischauf, Georgi Goguadze, Erica Melis, Paul Libbrecht, Carsten Ullrich. 802-810 [doi]
• The Design of a Motivating Intelligent Assessment SystemKaterina Georgouli. 811-820 [doi]
• Human or Computer? AutoTutor in a Bystander Turing TestNatalie K. Person, Arthur C. Graesser. 821-830 [doi]
• Representational Decisions When Learning Population Dynamics with an Instructional SimulationNicolas van Labeke, Shaaron Ainsworth. 831-840 [doi]
• Integration of Automatic Tools for Displaying Interaction Data in Computer Environments for Distance LearningAloys Mbala, Christophe Reffay, Thierry Chanier. 841-850 [doi]
• Directing Development Effort with Simulated StudentsJoseph E. Beck. 851-860 [doi]
• An Evaluation of Intelligent Learning Environment for Problem PosingAkira Nakano, Tsukasa Hirashima, Akira Takeuchi. 861-872 [doi]
• Using Edit Distance Algorithms to Compare Alternative Approaches to ITS AuthoringShaaron Ainsworth, David Clarke, Robert J. Gaizauskas. 873-882 [doi]
• Are ITSs Created with the REDEEM Authoring Tool More Effective than Dumb Couresware?Shaaron Ainsworth, Shirley Grimshaw. 883-892 [doi]
• StoryML: An XML Extension for Woven StoriesPetri Gerdt, Piet Kommers, Jarkko Suhonen, Erkki Sutinen. 893-902 [doi]
• An Agent That Helps Children to Author Rhetorically-Structured Digital Puppet PresentationsPaola Rizzo, Erin Shaw, W. Lewis Johnson. 903-912 [doi]
• You Cannot Use My Broom! I m the Witch, You re the Prince : Collaboration in a Virtual Dramatic GameRui Prada, Ana Paiva, Isabel Machado, Catarina Gouveia. 913-922 [doi]
• Feedback on Children s Stories via Multiple Interface AgentsJudy Robertson, Peter M. Wiemer-Hastings. 923-932 [doi]
• Informing the Detection of the Students Motivational State: An Empirical StudyAngel de Vicente, Helen Pain. 933-943 [doi]
• Modeling Students Emotions from Cognitive Appraisal in Educational GamesCristina Conati, Xiaoming Zhou. 944-954 [doi]
• An Affective Module for an Intelligent Tutoring SystemBarry Kort, Rob Reilly. 955-962 [doi]
• Perceived Characteristics and Pedagogical Efficacy of Animated Conversational AgentsKristen N. Moreno, Bianca Klettke, Kiran Nibbaragandla, Arthur C. Graesser. 963-971 [doi]
• Learning about the Ethical Treatment of Human Subjects in Experiments on a Web Facility with a Conversational Agent and ITS ComponentsArthur C. Graesser, Xiangen Hu, Natalie K. Person, Craig D. Stewart, Joe Toth, G. Tanner Jackson, Suresh Susarla, Matthew Ventura. 972-981 [doi]
• Design and Evaluation of a Navigation Agent with a Mixed Locus of ControlJudith Masthoff. 982-991 [doi]
• Adding Human-Provided Emotional Scaffolding to an Automated Reading Tutor That Listens Increases Student PersistenceGregory Aist, Barry Kort, Rob Reilly, Jack Mostow, Rosalind W. Picard. 992 [doi]
• An Approach of Reinforcement Learning Use in Tutoring SystemsAbdellah Bennane. 993 [doi]
• An MPEG-4 Authoring Tool Dedicated to TeachersDominique Deuff, Nicole Devoldère, Béatrice Foucault, Isabelle Chanclou, Delphine Mantsos, Cédric Gégout, Michael Picaud. 994 [doi]
• Resource Reuse and Broadband User Modelling in ie-TVBenedict du Boulay, Rosemary Luckin. 995 [doi]
• Integrating Adaptive Emotional Agents in ITSJessica Faivre, Roger Nkambou, Claude Frasson. 996-997 [doi]
• Targeted Detection: Application to Error Detection in a Pedagogical SystemHélène Giroire, Françoise Le Calvez, Jacques Duma, Gérard Tisseau, Marie Urtasun. 998 [doi]
• The Design of ENCAL, a Learning Environment Utilising Multiple Linked RepresentationsAndrew G. Harrop. 999 [doi]
• Supporting Interaction Analysis for Collaborative LearningAkiko Inaba, Ryoji Ohkubo, Mitsuru Ikeda, Riichiro Mizoguchi, Jun ichi Toyoda. 1000-1001 [doi]
• A Support Environment for Novice Web SearchersAnna Lloyd. 1002 [doi]
• Towards More Affective Tutoring SystemsManolis Mavrikis, John Lee. 1003 [doi]
• Mobile Lessons Using Geo-Referenced Data in e-LearningClaude Moulin, Sylvain Giroux, Antonio Pintus, Raffaella Sanna. 1004 [doi]
• Shared Scientific Argumentation for Lab Work in Physics: An Application of Ethnomethodology in the Conception ProcessNadège Neau, Alain Derycke. 1005 [doi]
• Student s Setup to Access a WEDSMarilyne Rosselle, Pierre Gillois, Josette Morinet, François Kohler. 1006 [doi]
• Learner Evaluation in Web-Based Learning EnvironmentsM. Rubens, Philippe Trigano, Dominique Lenne. 1007 [doi]
• A Constructivist Knowledge Base Architecture for Adaptive Intelligent Tutoring SystemsAshraf Saad, A. R. M. Zaghloul. 1008 [doi]
• Qualitative Models of Interactions between Two PopulationsPaulo Salles, Bert Bredeweg, Symone Araujo, Walter Neto. 1009 [doi]
• An Adaptive Distance Learning ArchitectureHassina Seridi-Bouchelaghem, Mokhtar Sellami. 1010 [doi]
• Modelisation and Automation of Reasoning in Geometry. The ARGOS System: A Learning Companion for High-School PupilsJ. P. Spagnol. 1011 [doi]
• Adequate Decision Support Systems Must Also Be Good Learning EnvironmentsJoshua Underwood, Rosemary Luckin. 1012 [doi]