Table of Contents

• Can Research-Based Technology Change School-Based Learning? Perspectives from SingaporeChee-Kit Looi. 1 [doi]
• Modeling Emotion and Its ExpressionStacy Marsella. 2 [doi]
• Active Learning in Technology-Enhanced Environments: On Sensible and Less Sensible Conceptions of Active and Their Instructional ConsequencesAlexander Renkl. 3 [doi]
• Riding the Third WaveSteve Ritter. 4 [doi]
• Social and Caring TutorsBeverly Park Woolf. 5-14 [doi]
• Predicting Correctness of Problem Solving in ITS with a Temporal Collaborative Filtering ApproachSuleyman Cetintas, Luo Si, Yan Ping Xin, Casey Hord. 15-24 [doi]
• Detecting the Moment of LearningRyan Shaun Joazeiro de Baker, Adam B. Goldstein, Neil T. Heffernan. 25-34 [doi]
• Comparing Knowledge Tracing and Performance Factor Analysis by Using Multiple Model Fitting ProceduresYue Gong, Joseph E. Beck, Neil T. Heffernan. 35-44 [doi]
• Automatic Question Generation for Literature Review Writing SupportMing Liu, Rafael A. Calvo, Vasile Rus. 45-54 [doi]
• Characterizing the Effectiveness of Tutorial Dialogue with Hidden Markov ModelsKristy Elizabeth Boyer, Robert Phillips, Amy Ingram, Eunyoung Ha, Michael D. Wallis, Mladen A. Vouk, James C. Lester. 55-64 [doi]
• Exploiting Predictable Response Training to Improve Automatic Recognition of Children s Spoken ResponsesWei Chen, Jack Mostow, Gregory Aist. 65-74 [doi]
• Leveraging a Domain Ontology to Increase the Quality of Feedback in an Intelligent Tutoring SystemHameedullah Kazi, Peter Haddawy, Siriwan Suebnukarn. 75-84 [doi]
• Modeling Long Term Learning of Generic SkillsRichard Gluga, Judy Kay, Tim Lever. 85-94 [doi]
• Eliciting Informative Feedback in Peer Review: Importance of Problem-Specific ScaffoldingIlya M. Goldin, Kevin D. Ashley. 95-104 [doi]
• Layered Development and Evaluation for Intelligent Support in Exploratory Environments: The Case of MicroworldsSergio Gutiérrez Santos, Manolis Mavrikis, George D. Magoulas. 105-114 [doi]
• The Invention Lab: Using a Hybrid of Model Tracing and Constraint-Based Modeling to Offer Intelligent Support in Inquiry EnvironmentsIdo Roll, Vincent Aleven, Kenneth R. Koedinger. 115-124 [doi]
• Discovering and Recognizing Student Interaction Patterns in Exploratory Learning EnvironmentsAndrea Bernardini, Cristina Conati. 125-134 [doi]
• Lesson Study Communities on Web to Support Teacher Collaboration for Professional DevelopmentYukari Kato, Masatoshi Ishikawa. 135-144 [doi]
• Using Problem-Solving Context to Assess Help Quality in Computer-Mediated Peer TutoringErin Walker, Sean Walker, Nikol Rummel, Kenneth R. Koedinger. 145-155 [doi]
• Socially Capable Conversational Tutors Can Be Effective in Collaborative Learning SituationsRohit Kumar, Hua Ai, Jack L. Beuth, Carolyn Penstein Rosé. 156-164 [doi]
• Facial Expressions and Politeness Effect in Foreign Language Training SystemNing Wang, W. Lewis Johnson, Jonathan Gratch. 165-173 [doi]
• Intercultural Negotiation with Virtual Humans: The Effect of Social Goals on Gameplay and LearningAmy Ogan, Vincent Aleven, Julia Kim, Christopher Jones. 174-183 [doi]
• An Analysis of Gaming Behaviors in an Intelligent Tutoring SystemKasia Muldner, Winslow Burleson, Brett van de Sande, Kurt VanLehn. 184-193 [doi]
• The Fine-Grained Impact of Gaming (?) on LearningYue Gong, Joseph E. Beck, Neil T. Heffernan, Elijah Forbes-Summers. 194-203 [doi]
• Squeezing Out Gaming Behavior in a Dialog-Based ITSPeter M. Hastings, Elizabeth Arnott-Hill, David Allbritton. 204-213 [doi]
• Analogies, Explanations, and Practice: Examining How Task Types Affect Second Language Grammar LearningRuth Wylie, Kenneth R. Koedinger, Teruko Mitamura. 214-223 [doi]
• Do Micro-Level Tutorial Decisions Matter: Applying Reinforcement Learning to Induce Pedagogical Tutorial TacticsMin Chi, Kurt VanLehn, Diane J. Litman. 224-234 [doi]
• Examining the Role of Gestures in Expert TutoringBetsy Williams, Claire Williams, Nick Volgas, Brian Yuan, Natalie K. Person. 235-244 [doi]
• A Time for Emoting: When Affect-Sensitivity Is and Isn t Effective at Promoting Deep LearningSidney K. D Mello, Blair Lehman, Jeremiah Sullins, Rosaire Daigle, Rebekah Combs, Kimberly Vogt, Lydia Perkins, Arthur C. Graesser. 245-254 [doi]
• The Affective and Learning Profiles of Students Using an Intelligent Tutoring System for AlgebraMaria Carminda V. Lagud, Ma. Mercedes T. Rodrigo. 255-263 [doi]
• The Impact of System Feedback on Learners Affective and Physiological StatesPayam Aghaei Pour, M. Sazzad Hussain, Omar AlZoubi, Sidney K. D Mello, Rafael A. Calvo. 264-273 [doi]
• Investigating the Relationship between Presence and Learning in a Serious GameH. Chad Lane, Matthew J. Hays, Daniel Auerbach, Mark G. Core. 274-284 [doi]
• Developing Empirically Based Student Personality Profiles for Affective Feedback ModelsJennifer L. Robison, Scott W. McQuiggan, James C. Lester. 285-295 [doi]
• Evaluating the Usability of an Augmented Reality Based Educational ApplicationJorge Martín-Gutiérrez, Manuel Contero, Mariano Alcañiz Raya. 296-306 [doi]
• What Do Children Favor as Embodied Pedagogical Agents?Sylvie Girard, Hilary Johnson. 307-316 [doi]
• Learning by Teaching SimStudent: Technical Accomplishments and an Initial Use with StudentsNoboru Matsuda, Victoria Keiser, Rohan Raizada, Arthur Tu, Gabriel Stylianides, William W. Cohen, Kenneth R. Koedinger. 317-326 [doi]
• The Effect of Motivational Learning Companions on Low Achieving Students and Students with DisabilitiesBeverly Park Woolf, Ivon Arroyo, Kasia Muldner, Winslow Burleson, David G. Cooper, Robert Dolan, Robert Christopherson. 327-337 [doi]
• Use of a Medical ITS Improves Reporting Performance among Community PathologistsRebecca S. Crowley, Dana Grzybicki, Elizabeth Legowski, Lynn Wagner, Melissa Castine, Olga Medvedeva, Eugene Tseytlin, Drazen Jukic, Stephen Raab. 338-348 [doi]
• Hints: Is It Better to Give or Wait to Be Asked?Leena M. Razzaq, Neil T. Heffernan. 349-358 [doi]
• Error-Flagging Support for Testing and Its Effect on AdaptationAmruth N. Kumar. 359-368 [doi]
• Emotions and Motivation on Performance during Multimedia Learning: How Do I Feel and Why Do I Care?Amber Chauncey, Roger Azevedo. 369-378 [doi]
• Metacognition and Learning in Spoken Dialogue Computer TutoringKatherine Forbes-Riley, Diane J. Litman. 379-388 [doi]
• A Self-regulator for Navigational Learning in HyperspaceAkihiro Kashihara, Ryoya Kawai. 389-400 [doi]
• How Adaptive Is an Expert Human Tutor?Michelene T. H. Chi, Marguerite Roy. 401-412 [doi]
• Blocked versus Interleaved Practice with Multiple Representations in an Intelligent Tutoring System for FractionsMartina A. Rau, Vincent Aleven, Nikol Rummel. 413-422 [doi]
• Improving Math Learning through Intelligent Tutoring and Basic Skills TrainingIvon Arroyo, Beverly Park Woolf, James M. Royer, Minghui Tai, Sara English. 423-432 [doi]