Table of Contents

• Rethinking Education in the Age of TechnologyAllan M. Collins. 1-2 [doi]
• Life-Long Learning, Learner Models and Augmented CognitionJudy Kay. 3-5 [doi]
• Intelligent Training Systems: Lessons Learned from Building Before It Is TimeAlan M. Lesgold. 6 [doi]
• The Interaction Plateau: Answer-Based Tutoring < Step-Based Tutoring = Natural TutoringKurt VanLehn. 7 [doi]
• Social Learning Environments: New Challenges for AI in EducationJulita Vassileva. 8 [doi]
• Self Versus Teacher Judgments of Learner Emotions During a Tutoring Session with AutoTutorSidney K. D Mello, Roger Taylor, Kelly Davidson, Arthur C. Graesser. 9-18 [doi]
• Towards Emotionally-Intelligent Pedagogical AgentsKonstantin Zakharov, Antonija Mitrovic, Lucy Johnston. 19-28 [doi]
• Viewing Student Affect and Learning through Classroom Observation and Physical SensorsToby Dragon, Ivon Arroyo, Beverly Park Woolf, Winslow Burleson, Rana El Kaliouby, Hoda Eydgahi. 29-39 [doi]
• Comparing Learners Affect While Using an Intelligent Tutoring System and a Simulation Problem Solving GameMa. Mercedes T. Rodrigo, Ryan Shaun Joazeiro de Baker, Sidney K. D Mello, Ma. Celeste T. Gonzalez, Maria C. V. Lagud, Sheryl A. L. Lim, Alexis F. Macapanpan, Sheila A. M. S. Pascua, Jerry Q. Santillano, Jessica O. Sugay, Sinath Tep, Norma J. B. Viehland. 40-49 [doi]
• What Are You Feeling? Investigating Student Affective States During Expert Human Tutoring SessionsBlair Lehman, Melanie Matthews, Sidney K. D Mello, Natalie K. Person. 50-59 [doi]
• Responding to Student Uncertainty During Computer Tutoring: An Experimental EvaluationKatherine Forbes-Riley, Diane J. Litman, Mihai Rotaru. 60-69 [doi]
• How Does an Intelligent Learning Environment with Novel Design Affect the Students Learning Results?Marina Lepp. 70-79 [doi]
• Learning Linked Lists: Experiments with the iList SystemDavide Fossati, Barbara Di Eugenio, Christopher Brown, Stellan Ohlsson. 80-89 [doi]
• Re-evaluating LARGO in the Classroom: Are Diagrams Better Than Text for Teaching Argumentation Skills?Niels Pinkwart, Collin Lynch, Kevin D. Ashley, Vincent Aleven. 90-100 [doi]
• Automatic Multi-criteria Assessment of Open-Ended Questions: A Case Study in School AlgebraÉlisabeth Delozanne, Dominique Prévit, Brigitte Grugeon, Françoise Chenevotot. 101-110 [doi]
• Why Tutored Problem Solving May be Better Than Example Study: Theoretical Implications from a Simulated-Student StudyNoboru Matsuda, William W. Cohen, Jonathan Sewall, Gustavo Lacerda, Kenneth R. Koedinger. 111-121 [doi]
• A Case Study Empirical Comparison of Three Methods to Evaluate Tutorial BehaviorsXiaonan Zhang, Jack Mostow, Joseph E. Beck. 122-131 [doi]
• Children s Interactions with Inspectable and Negotiated Learner ModelsAlice Kerly, Susan Bull. 132-141 [doi]
• Using Similarity Metrics for Matching Lifelong LearnersNicolas van Labeke, Alexandra Poulovassilis, George D. Magoulas. 142-151 [doi]
• Developing a Computer-Supported Tutoring Interaction Component with Interaction Data ReuseChi-Jen Lin, Chih-Yueh Chou, Tak-Wai Chan. 152-161 [doi]
• Towards Collaborative Intelligent Tutors: Automated Recognition of Users StrategiesYa akov Gal, Elif Yamangil, Stuart M. Shieber, Andee Rubin, Barbara J. Grosz. 162-172 [doi]
• Automatic Generation of Fine-Grained Representations of Learner Response SemanticsRodney D. Nielsen, Wayne Ward, James H. Martin. 173-183 [doi]
• Automatic Construction of a Bug Library for Object-Oriented Novice Java Programmer ErrorsMerlin Suarez, Raymund Sison. 184-193 [doi]
• Helping Teachers Build ITS with Domain SchemaBrent Martin, Antonija Mitrovic. 194-203 [doi]
• Evaluating an Authoring Tool for Model-Tracing Intelligent Tutoring SystemsStephen Blessing, Stephen Gilbert. 204-215 [doi]
• Open Community Authoring of Targeted Worked Example ProblemsTuradg Aleahmad, Vincent Aleven, Robert Kraut. 216-227 [doi]
• Agent Shell for the Development of Tutoring Systems for Expert Problem Solving KnowledgeVu Le, Gheorghe Tecuci, Mihai Boicu. 228-238 [doi]
• Balancing Cognitive and Motivational Scaffolding in Tutorial DialogueKristy Elizabeth Boyer, Robert Phillips, Michael D. Wallis, Mladen A. Vouk, James C. Lester. 239-249 [doi]
• Assessing the Impact of Positive Feedback in Constraint-Based TutorsDevon Barrow, Antonija Mitrovic, Stellan Ohlsson, Michael Grimley. 250-259 [doi]
• The Dynamics of Self-regulatory Processes within Self-and Externally Regulated Learning Episodes During Complex Science Learning with HypermediaAmy M. Witherspoon, Roger Azevedo, Sidney K. D Mello. 260-269 [doi]
• The Politeness Effect in an Intelligent Foreign Language Tutoring SystemNing Wang, W. Lewis Johnson. 270-280 [doi]
• Investigating the Relationship between Spatial Ability and Feedback Style in ITSsNancy Milik, Antonija Mitrovic, Michael Grimley. 281-290 [doi]
• Individualizing Tutoring with Learning Style Based FeedbackShahida M. Parvez, Glenn D. Blank. 291-301 [doi]
• Use of Agent Prompts to Support Reflective Interaction in a Learning-by-Teaching EnvironmentLongkai Wu, Chee-Kit Looi. 302-311 [doi]
• A Standard Method of Developing User Interfaces for a Generic ITS FrameworkMikaël Fortin, Jean-François Lebeau, Amir Abdessemed, François Courtemanche, André Mayers. 312-322 [doi]
• Helping Teachers Handle the Flood of Data in Online Student DiscussionsOliver Scheuer, Bruce M. McLaren. 323-332 [doi]
• What s in a Cluster? Automatically Detecting Interesting Interactions in Student E-DiscussionsJan Miksatko, Bruce M. McLaren. 333-342 [doi]
• Scaffolding On-Line Discussions with Past Discussions: An Analysis and Pilot Study of PedaBotJihie Kim, Erin Shaw, Sujith Ravi, Erin Tavano, Aniwat Arromratana, Pankaj Sarda. 343-352 [doi]
• How Who Should Practice: Using Learning Decomposition to Evaluate the Efficacy of Different Types of Practice for Different Types of StudentsJoseph E. Beck, Jack Mostow. 353-362 [doi]
• How Does Students Help-Seeking Behaviour Affect Learning?Moffat Mathews, Tanja Mitrovic. 363-372 [doi]
• Toward Automatic Hint Generation for Logic Proof Tutoring Using Historical Student DataTiffany Barnes, John C. Stamper. 373-382 [doi]
• Does Help Help? Introducing the Bayesian Evaluation and Assessment MethodologyJoseph E. Beck, Kai-min Chang, Jack Mostow, Albert T. Corbett. 383-394 [doi]
• Using Knowledge Discovery Techniques to Support Tutoring in an Ill-Defined DomainRoger Nkambou, Engelbert Mephu Nguifo, Philippe Fournier-Viger. 395-405 [doi]
• More Accurate Student Modeling through Contextual Estimation of Slip and Guess Probabilities in Bayesian Knowledge TracingRyan Shaun Joazeiro de Baker, Albert T. Corbett, Vincent Aleven. 406-415 [doi]
• Interoperable Competencies Characterizing Learning Objects in MathematicsErica Melis, Arndt Faulhaber, Anja Eichelmann, Susanne Narciss. 416-425 [doi]
• Comparing Classroom Problem-Solving with No Feedback to Web-Based Homework AssistanceLeena M. Razzaq, Michael Mendicino, Neil T. Heffernan. 426-437 [doi]
• Harnessing Learner s Collective Intelligence: A Web2.0 Approach to E-LearningHicham Hage, Esma Aïmeur. 438-447 [doi]
• Bridging the Gap between ITS and eLearning: Towards Learning Knowledge ObjectsAmal Zouaq, Roger Nkambou, Claude Frasson. 448-458 [doi]
• Semantic Cohesion and LearningArthur Ward, Diane J. Litman. 459-469 [doi]
• Dialogue Modes in Expert TutoringWhitney L. Cade, Jessica L. Copeland, Natalie K. Person, Sidney K. D Mello. 470-479 [doi]
• Seeing the Face and Observing the Actions: The Effects of Nonverbal Cues on Mediated Tutoring DialogueFederico Tajariol, Jean-Michel Adam, Michel Dubois. 480-489 [doi]
• Affective Transitions in Narrative-Centered Learning EnvironmentsScott W. McQuiggan, Jennifer L. Robison, James C. Lester. 490-499 [doi]
• Word Sense Disambiguation for Vocabulary LearningAnagha Kulkarni, Michael Heilman, Maxine Eskenazi, Jamie Callan. 500-509 [doi]
• Student Note-Taking in Narrative-Centered Learning Environments: Individual Differences and Learning EffectsScott W. McQuiggan, Julius Goth, Eunyoung Ha, Jonathan P. Rowe, James C. Lester. 510-519 [doi]
• Assessing Aptitude for Learning with a Serious Game for Foreign Language and CultureW. Lewis Johnson, Shumin Wu. 520-529 [doi]
• Story-Based Learning: The Impact of Narrative on Learning Experiences and OutcomesScott W. McQuiggan, Jonathan P. Rowe, Sunyoung Lee, James C. Lester. 530-539 [doi]
• An Architecture for Combining Semantic Web Techniques with Intelligent Tutoring SystemsPedro J. Muñoz Merino, Carlos Delgado Kloos. 540-550 [doi]
• The Use of Ontologies to Structure and Support Interactions in LORAude Dufresne, Mohamed Rouatbi, Fethi Guerdelli. 551-562 [doi]
• Leveraging the Social Semantic Web in Intelligent Tutoring SystemsJelena Jovanovic, Carlo Torniai, Dragan Gasevic, Scott Bateman, Marek Hatala. 563-572 [doi]
• Structurization of Learning/Instructional Design Knowledge for Theory-Aware Authoring SystemsYusuke Hayashi, Jacqueline Bourdeau, Riichiro Mizoguchi. 573-582 [doi]
• Expanding the Plausible Solution Space for Robustness in an Intelligent Tutoring SystemHameedullah Kazi, Peter Haddawy, Siriwan Suebnukarn. 583-592 [doi]
• Using Optimally Selected Drill Practice to Train Basic FactsPhilip Pavlik, Thomas Bolster, Sue-mei Wu, Kenneth R. Koedinger, Brian MacWhinney. 593-602 [doi]
• Eliminating the Gap between the High and Low Students through Meta-cognitive Strategy InstructionMin Chi, Kurt VanLehn. 603-613 [doi]
• Using Hidden Markov Models to Characterize Student Behaviors in Learning-by-Teaching EnvironmentsHogyeong Jeong, Amit Gupta, Rod Roscoe, John Wagster, Gautam Biswas, Daniel Schwartz. 614-625 [doi]
• To Tutor the Tutor: Adaptive Domain Support for Peer TutoringErin Walker, Nikol Rummel, Kenneth R. Koedinger. 626-635 [doi]
• Shall We Explain? Augmenting Learning from Intelligent Tutoring Systems and Peer CollaborationRobert G. M. Hausmann, Brett van de Sande, Kurt VanLehn. 636-645 [doi]
• Theory-Driven Group Formation through OntologiesSeiji Isotani, Riichiro Mizoguchi. 646-655 [doi]
• Self-assessment in Vocabulary TutoringMichael Heilman, Maxine Eskenazi. 656-658 [doi]
• Automatically Generating and Validating Reading-Check QuestionsChristine M. Feeney, Michael Heilman. 659-661 [doi]
• Dynamic Browsing of Audiovisual Lecture Recordings Based on Automated Speech RecognitionStephan Repp, Andreas Groß, Christoph Meinel. 662-664 [doi]
• Agent-Based Framework for Affective Intelligent Tutoring SystemsMahmoud Neji, Mohamed Ben Ammar, Adel M. Alimi, Guy Gouardères. 665-667 [doi]
• Measuring the Perceived Difficulty of a Lecture Using Automatic Facial Expression RecognitionJacob Whitehill, Marian Stewart Bartlett, Javier R. Movellan. 668-670 [doi]
• Minimal Feedback During Tutorial DialoguePamela W. Jordan, Diane J. Litman. 671-673 [doi]
• Can Students Edit Their Learner Model Appropriately?Susan Bull, Xiaoxi Dong, Mark Britland, Yu Guo. 674-676 [doi]
• When Is Assistance Helpful to Learning? Results in Combining Worked Examples and Intelligent TutoringBruce M. McLaren, Sung-Joo Lim, Kenneth R. Koedinger. 677-680 [doi]
• Enabling Reputation-Based Trust in Privacy-Enhanced Learning SystemsMohd M. Anwar, Jim E. Greer. 681-683 [doi]
• Authoring Educational Games with GreenmindBrent Martin. 684-686 [doi]
• An Experimental Use of Learning Environment for Problem-Posing as Sentence-Integration in Arithmetical Word ProblemsTsukasa Hirashima, Takuro Yokoyama, Masahiko Okamoto, Akira Takeuchi. 687-689 [doi]
• Automatic Analyses of Cohesion and Coherence in Human Tutorial Dialogues During Hypermedia: A Comparison among Mental Model JumpersMoongee Jeon, Roger Azevedo. 690-692 [doi]
• Interface Challenges for Mobile Tutoring SystemsQuincy Brown, Frank J. Lee, Dario D. Salvucci, Vincent Aleven. 693-695 [doi]
• Agora UCS Ubiquitous Collaborative SpacePascal Dugenie, Stefano A. Cerri, Philippe Lemoisson, Abdelkader Gouaich. 696-698 [doi]
• Adapte, a Tool for the Teacher to Personalize ActivitiesMarie Lefevre, Nathalie Guin, Stéphanie Jean-Daubias. 699-701 [doi]
• Framework for a Competency-Driven, Multi-viewpoint, and Evolving Learner ModelLucie Moulet, Olga Marino, Richard Hotte, Jean-Marc Labat. 702-705 [doi]
• Use Chatbot CSIEC to Facilitate the Individual Learning in English Instruction: A Case StudyJiyou Jia, Meixian Ruan. 706-708 [doi]
• Using an Adaptive Collaboration Script to Promote Conceptual Chemistry LearningDimitra Tsovaltzi, Bruce M. McLaren, Nikol Rummel, Oliver Scheuer, Andreas Harrer, Niels Pinkwart, Isabel Braun. 709-711 [doi]
• Towards an Intelligent Emotional Detection in an E-Learning EnvironmentIness Nedji Milat, Hassina Seridi, Mokhtar Sellami. 712-714 [doi]
• How Do We Get the Pieces to Talk? An Architecture to Support Interoperability between Educational ToolsAndreas Harrer, Niels Pinkwart, Bruce M. McLaren, Oliver Scheuer. 715-718 [doi]
• Cognitive Load Estimation for Optimizing Learning within Intelligent Tutoring SystemsFrançois Courtemanche, Mehdi Najjar, André Mayers. 719-721 [doi]
• Investigating Learner Trust in Open Learner Models Using a Wizard of Oz ApproachAlice Kerly, Norasnita Ahmad, Susan Bull. 722-724 [doi]
• Personalized Learning Path Delivery: Models and Example of ApplicationHend Madhour, Maia Wentland Forte. 725-727 [doi]
• Semi Automatic Generation of Didactic Resources from Existing DocumentsMikel Larrañaga, Jon A. Elorriaga, Ana Arruarte Lasa. 728-730 [doi]
• An Evaluation of Intelligent Reading TutorsSowmya Ramachandran, Robert Atkinson. 731-733 [doi]
• An Intelligent Web-Based Learning System for Group Collaboration Using ContractsHenri Eberspächer, Michelle Joab. 734-736 [doi]
• An Adaptive and Customizable Feedback System for Intelligent Interactive Learning SystemsMaite Lopez-Garate, Alberto Lozano-Rodero, Luis M. Matey. 737-739 [doi]
• Detection of Learning Styles from Learner s Browsing Behavior During E-Learning ActivitiesNabila Bousbia, Jean-Marc Labat, Amar Balla. 740-742 [doi]
• Analyzing Learners Self-organization in Terms of Co-construction, Co-operation and Co-ordinationPatrice Moguel, Pierre Tchounikine, André Tricot. 743-745 [doi]
• Authoring Mobile Intelligent Tutoring SystemsRamon Zatarain-Cabada, Maria Lucia Barrón-Estrada, Guillermo A. Sandoval-Sánchez, Carlos A. Reyes García. 746-748 [doi]
• XTutor: An Intelligent Tutor System for Science and Math Based on ExcelRoxana Gheorghiu, Kurt VanLehn. 749-751 [doi]
• Tying Ontologies to Domain Contents for CSCLSeiji Isotani, Riichiro Mizoguchi. 752-754 [doi]
• One Exercise - Various Tutorial StrategiesGeorgi Goguadze, Erica Melis. 755-757 [doi]
• Bi-directional Search for Bugs: A Tool for Accelerating Knowledge Acquisition for Equation-Based Tutoring SystemsSung Young Jung, Kurt VanLehn. 758-762 [doi]
• Design of a System for Automated Generation of Problem FieldsIldikó Pelczer, Fernando Gamboa Rodríguez. 763-765 [doi]
• Lessons Learned from Scaling Up a Web-Based Intelligent Tutoring SystemJozsef Patvarczki, Shane F. Almeida, Joseph E. Beck, Neil T. Heffernan. 766-770 [doi]
• Tailoring of Feedback in Web-Based Learning: The Role of Response Certitude in the AssessmentEkaterina Vasilyeva, Mykola Pechenizkiy, Paul De Bra. 771-773 [doi]
• Trying to Reduce Bottom-Out Hinting: Will Telling Student How Many Hints They Have Left Help?Yu Guo, Joseph E. Beck, Neil T. Heffernan. 774-778 [doi]
• Leveraging C-Rater s Automated Scoring Capability for Providing Instructional Feedback for Short Constructed ResponsesJana Sukkarieh, Eleanor Bolge. 779-783 [doi]
• An Authoring Tool That Facilitates the Rapid Development of Dialogue Agents for Intelligent Tutoring SystemsYue Cui, Carolyn Penstein Rosé. 784-786 [doi]
• Using an Emotional Intelligent Agent to Reduce Resistance to ChangeIlusca Lima Lopes de Menezes, Claude Frasson. 787-789 [doi]
• Story Generation to Accelerate Math Problem Authoring for Practice and AssessmentYue Cui, Rohit Kumar, Carolyn Penstein Rosé, Kenneth R. Koedinger. 790-792 [doi]
• Supporting the Guide on the SIDEMoonyoung Kang, Sourish Chaudhuri, Rohit Kumar, Yi-Chia Wang, Eric R. Rosé, Carolyn Penstein Rosé, Yue Cui. 793-795 [doi]
• Comparing Two IRT Models for Conjunctive SkillsHao Cen, Kenneth R. Koedinger, Brian Junker. 796-798 [doi]
• The Effect of Providing Error-Flagging Support During TestingAmruth Kumar. 799-802 [doi]
• Cognitive Tutoring System with Consciousness Daniel Dubois, Mohamed Gaha, Roger Nkambou, Pierre Poirier. 803-806 [doi]
• It s Not Easy Being Green: Supporting Collaborative Green Design LearningSourish Chaudhuri, Rohit Kumar, Mahesh Joshi, Elon Terrell, Fred Higgs, Vincent Aleven, Carolyn Penstein Rosé. 807-809 [doi]
• Cognitive and Technical Artefacts for Supporting Reusing Learning Scenario PatternsEmmanuelle Villiot-Leclercq, Aude Dufresne. 810-812 [doi]
• Integration of a Complex Learning Object in a Web-Based Interactive Learning SystemFrançoise Le Calvez, Hélène Giroire. 813-815 [doi]
• Semantic Web Reasoning Tutoring AgentChristiana Panayiotou, Brandon Bennett. 816-818 [doi]
• An Affective Behavior Model for Intelligent TutorsYasmín Hernández, Luis Enrique Sucar, Cristina Conati. 819-821 [doi]
• Decision Tree for Tracking Learner s Emotional State Predicted from His Electrical Brain ActivityAlicia Heraz, Tariq Daouda, Claude Frasson. 822-824 [doi]
• Toward Supporting Collaborative Discussion in an Ill-Defined DomainAmy Ogan, Erin Walker, Vincent Aleven, Chris Jones. 825-827 [doi]