Abstract is missing.
- Implicit Strategies for Intelligent Tutoring SystemsImene Jraidi, Pierre Chalfoun, Claude Frasson. 1-10 [doi]
- Rudeness and Rapport: Insults and Learning Gains in Peer TutoringAmy Ogan, Samantha L. Finkelstein, Erin Walker, Ryan Carlson, Justine Cassell. 11-21 [doi]
- On Pedagogical Effects of Learner-Support Agents in Collaborative InteractionYugo Hayashi. 22-32 [doi]
- Exploration of Affect Detection Using Semantic Cues in Virtual ImprovisationLi Zhang. 33-39 [doi]
- Measuring Learners' Co-Occurring Emotional Responses during Their Interaction with a Pedagogical Agent in MetaTutorJason M. Harley, François Bouchet, Roger Azevedo. 40-45 [doi]
- Visualization of Student Activity Patterns within Intelligent Tutoring SystemsDavid H. Shanabrook, Ivon Arroyo, Beverly Park Woolf, Winslow Burleson. 46-51 [doi]
- Toward a Machine Learning Framework for Understanding Affective Tutorial InteractionJoseph F. Grafsgaard, Kristy Elizabeth Boyer, James C. Lester. 52-58 [doi]
- Exploring Relationships between Learners' Affective States, Metacognitive Processes, and Learning OutcomesAmber Chauncey Strain, Roger Azevedo, Sidney K. D'Mello. 59-64 [doi]
- Mental Workload, Engagement and Emotions: An Exploratory Study for Intelligent Tutoring SystemsMaher Chaouachi, Claude Frasson. 65-71 [doi]
- Real-Time Monitoring of ECG and GSR Signals during Computer-Based TrainingKeith W. Brawner, Benjamin S. Goldberg. 72-77 [doi]
- Categorical vs. Dimensional Representations in Multimodal Affect Detection during LearningM. Sazzad Hussain, Hamed Monkaresi, Rafael A. Calvo. 78-83 [doi]
- Cognitive Priming: Assessing the Use of Non-conscious Perception to Enhance Learner's Reasoning AbilityPierre Chalfoun, Claude Frasson. 84-89 [doi]
- Math Learning Environment with Game-Like Elements: An Incremental Approach for Enhancing Student Engagement and Learning EffectivenessDovan Rai, Joseph E. Beck. 90-100 [doi]
- Motivational Factors for Learning by Teaching - The Effect of a Competitive Game Show in a Virtual peer-Learning EnvironmentNoboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada, Gabriel Stylianides, Kenneth R. Koedinger. 101-111 [doi]
- An Analysis of Attention to Student - Adaptive Hints in an Educational GameMary Muir, Cristina Conati. 112-122 [doi]
- Serious Game and Students' Learning Motivation: Effect of Context Using Prog&PlayMathieu Muratet, Élisabeth Delozanne, Patrice Torguet, Fabienne Viallet. 123-128 [doi]
- Exploring the Effects of Prior Video-Game Experience on Learner's Motivation during Interactions with HeapMotivLotfi Derbali, Claude Frasson. 129-134 [doi]
- A Design Pattern Library for Mutual Understanding and Cooperation in Serious Game DesignBertrand Marne, John Wisdom, Benjamin Huynh-Kim-Bang, Jean-Marc Labat. 135-140 [doi]
- Predicting Student Self-regulation Strategies in Game-Based Learning EnvironmentsJennifer Sabourin, Lucy R. Shores, Bradford W. Mott, James C. Lester. 141-150 [doi]
- Toward Automatic Verification of Multiagent Systems for Training SimulationsNing Wang, David V. Pynadath, Stacy C. Marsella. 151-161 [doi]
- Using State Transition Networks to Analyze Multi-party Conversations in a Serious GameBrent Morgan, Fazel Keshtkar, Ying Duan, Padraig Nash, Arthur C. Graesser. 162-167 [doi]
- How to Evaluate Competencies in Game-Based Learning Systems Automatically?Pradeepa Thomas, Jean-Marc Labat, Mathieu Muratet, Amel Yessad. 168-173 [doi]
- Sense Making Alone Doesn't Do It: Fluency Matters Too! ITS Support for Robust Learning with Multiple RepresentationsMartina A. Rau, Vincent Aleven, Nikol Rummel, Stacie Rohrbach. 174-184 [doi]
- Problem Order Implications for Learning TransferNan Li, William W. Cohen, Kenneth R. Koedinger. 185-194 [doi]
- Knowledge Component Suggestion for Untagged Content in an Intelligent Tutoring SystemMario Karlovcec, Mariheida Cordova-Sanchez, Zachary A. Pardos. 195-200 [doi]
- Automating Next-Step Hints Generation Using ASTUSLuc Paquette, Jean-François Lebeau, Gabriel Beaulieu, André Mayers. 201-211 [doi]
- The Effectiveness of Pedagogical Agents' Prompting and Feedback in Facilitating Co-adapted Learning with MetaTutorRoger Azevedo, Ronald S. Landis, Reza Feyzi-Behnagh, Melissa Duffy, Gregory Trevors, Jason M. Harley, François Bouchet, Jonathan Burlison, Michelle Taub, Nicole Pacampara, Mohammed Yeasin, A. K. M. Mahbubur Rahman, Md. Iftekhar Tanveer, Gahangir Hossain. 212-221 [doi]
- Noticing Relevant Feedback Improves Learning in an Intelligent Tutoring System for Peer TutoringErin Walker, Nikol Rummel, Sean Walker, Kenneth R. Koedinger. 222-232 [doi]
- Multi-paradigm Generation of Tutoring Feedback in Robotic Arm Manipulation TrainingPhilippe Fournier-Viger, Roger Nkambou, André Mayers, Engelbert Mephu Nguifo, Usef Faghihi. 233-242 [doi]
- User-Centered Design of a Teachable RobotErin Walker, Winslow Burleson. 243-249 [doi]
- An Intelligent Tutoring and Interactive Simulation Environment for Physics LearningLakshman Myneni, N. Hari Narayanan. 250-255 [doi]
- Guru: A Computer Tutor That Models Expert Human TutorsAndrew Olney, Sidney K. D'Mello, Natalie K. Person, Whitney L. Cade, Patrick Hays, Claire Williams, Blair Lehman, Arthur C. Graesser. 256-261 [doi]
- Developing an Embodied Pedagogical Agent with and for Young People with Autism Spectrum DisorderBeate Grawemeyer, Hilary Johnson, Mark Brosnan, Emma Ashwin, Laura Benton. 262-267 [doi]
- WEBsistments: Enabling an Intelligent Tutoring System to Excel at Explaining Rather Than CoachingYue Gong, Joseph E. Beck, Neil T. Heffernan. 268-273 [doi]
- Automated Approaches for Detecting Integration in Student EssaysSimon Hughes, Peter Hastings, Joseph Magliano, Susan Goldman, Kimberly A. Lawless. 274-279 [doi]
- On the WEIRD Nature of ITS/AIED Conferences - A 10 Year Longitudinal Study Analyzing Potential Cultural BiasesEmmanuel G. Blanchard. 280-285 [doi]
- Goal-Oriented Conceptualization of Procedural KnowledgeMartin Mozina, Matej Guid, Aleksander Sadikov, Vida Groznik, Ivan Bratko. 286-291 [doi]
- Context-Dependent Help for Novices Acquiring Conceptual Systems Knowledge in DynaLearnWouter Beek, Bert Bredeweg. 292-297 [doi]
- Towards an Ontology-Based System to Improve Usability in Collaborative Learning EnvironmentsEndhe Elias, Dalgoberto Miquilino, Ig Ibert Bittencourt, Thyago Tenório, Rafael Ferreira, Alan Silva, Seiji Isotani, Patrícia Augustin Jaques. 298-303 [doi]
- Program Representation for Automatic Hint Generation for a Data-Driven Novice Programming TutorWei Jin, Tiffany Barnes, John C. Stamper, Michael John Eagle, Matt Johnson, Lorrie Lehmann. 304-309 [doi]
- Exploring Quality of Constraints for Assessment in Problem Solving EnvironmentsJaime Gálvez Cordero, Eduardo Guzmán De Los Riscos, Ricardo Conejo Muñoz. 310-319 [doi]
- Can Soft Computing Techniques Enhance the Error Diagnosis Accuracy for Intelligent Tutors?Nguyen-Thinh Le, Niels Pinkwart. 320-329 [doi]
- Identification and Classification of the Most Important Moments from Students' Collaborative DiscoursesCostin-Gabriel Chiru, Stefan Trausan-Matu. 330-339 [doi]
- When Less Is More: Focused Pruning of Knowledge Bases to Improve Recognition of Student ConversationMark Floryan, Toby Dragon, Beverly Park Woolf. 340-345 [doi]
- Coordinating Multi-dimensional Support in Collaborative Conversational AgentsDavid Adamson, Carolyn Penstein Rosé. 346-351 [doi]
- Textual Complexity and Discourse Structure in Computer-Supported Collaborative LearningStefan Trausan-Matu, Mihai Dascalu, Philippe Dessus. 352-357 [doi]
- Using Information Extraction to Generate Trigger Questions for Academic Writing SupportMing Liu, Rafael A. Calvo. 358-367 [doi]
- Learning to Tutor Like a Tutor: Ranking Questions in ContextLee Becker, Martha Palmer, Sarel Van Vuuren, Wayne Ward. 368-378 [doi]
- Analysis of a Simple Model of Problem Solving TimesPetr Jarusek, Radek Pelánek. 379-388 [doi]
- Modelling and Optimizing the Process of Learning MathematicsTanja Käser, Alberto Giovanni Busetto, Gian-Marco Baschera, Juliane Kohn, Karin Kucian, Michael von Aster, Markus H. Gross. 389-398 [doi]
- The Student Skill ModelYutao Wang, Neil T. Heffernan. 399-404 [doi]
- Clustered Knowledge TracingZachary A. Pardos, Shubhendu Trivedi, Neil T. Heffernan, Gábor N. Sárközy. 405-410 [doi]
- Preferred Features of Open Learner Models for University StudentsSusan Bull. 411-421 [doi]
- Do Your Eyes Give It Away? Using Eye Tracking Data to Understand Students' Attitudes towards Open Student Model RepresentationsMoffat Mathews, Antonija Mitrovic, Bin Lin, Jay Holland, Neville Churcher. 422-427 [doi]
- Fuzzy Logic Representation for Student Modelling - Case Study on GeometryGagan Goel, Sébastien Lallé, Vanda Luengo. 428-433 [doi]
- Content Learning Analysis Using the Moment-by-Moment Learning DetectorSujith M. Gowda, Zachary A. Pardos, Ryan Shaun Joazeiro de Baker. 434-443 [doi]
- Towards Automatically Detecting Whether Student Learning Is ShallowRyan Shaun Joazeiro de Baker, Sujith M. Gowda, Albert T. Corbett, Jaclyn Ocumpaugh. 444-453 [doi]
- Item to Skills Mapping: Deriving a Conjunctive Q-matrix from DataMichel C. Desmarais, Behzad Beheshti, Rhouma Naceur. 454-463 [doi]
- The Role of Sub-problems: Supporting Problem Solving in Narrative-Centered Learning EnvironmentsLucy R. Shores, Kristin F. Hoffmann, John L. Nietfeld, James C. Lester. 464-469 [doi]
- Exploring Inquiry-Based Problem-Solving Strategies in Game-Based Learning EnvironmentsJennifer Sabourin, Jonathan P. Rowe, Bradford W. Mott, James C. Lester. 470-475 [doi]
- Real-Time Narrative-Centered Tutorial Planning for Story-Based LearningSeung Y. Lee, Bradford W. Mott, James C. Lester. 476-481 [doi]
- An Interactive Teacher's Dashboard for Monitoring Groups in a Multi-tabletop Learning EnvironmentRoberto Martínez Maldonado, Judy Kay, Kalina Yacef, Beat Schwendimann. 482-492 [doi]
- Efficient Cross-Domain Learning of Complex SkillsNan Li, William W. Cohen, Kenneth R. Koedinger. 493-498 [doi]
- Exploring Two Strategies for Teaching ProceduresAntonija Mitrovic, Moffat Mathews, Jay Holland. 499-504 [doi]
- Relating Student Performance to Action Outcomes and Context in a Choice-Rich Learning EnvironmentJames Segedy, John S. Kinnebrew, Gautam Biswas. 505-510 [doi]
- Using the MetaHistoReasoning Tool Training Module to Facilitate the Acquisition of Domain-Specific Metacognitive StrategiesEric Poitras, Susanne P. Lajoie, Yuan-Jin Hong. 511-516 [doi]
- An Indicator-Based Approach to Promote the Effectiveness of Teachers' InterventionsAina Lekira, Christophe Després, Pierre Jacoboni, Dominique Py. 517-523 [doi]
- Limiting the Number of Revisions while Providing Error-Flagging Support during TestsAmruth N. Kumar. 524-530 [doi]
- Towards Academically Productive Talk Supported by Conversational AgentsGregory Dyke, David Adamson, Iris K. Howley, Carolyn Penstein Rosé. 531-540 [doi]
- Automatic Evaluation of Learner Self-Explanations and Erroneous Responses for Dialogue-Based ITSsBlair Lehman, Caitlin Mills, Sidney K. D'Mello, Arthur C. Graesser. 541-550 [doi]
- Group Composition and Intelligent Dialogue Tutors for Impacting Students' Academic Self-efficacyIris K. Howley, David Adamson, Gregory Dyke, Elijah Mayfield, Jack L. Beuth, Carolyn Penstein Rosé. 551-556 [doi]
- How Do They Do It? Investigating Dialogue Moves within Dialogue Modes in Expert Human TutoringBlair Lehman, Sidney K. D'Mello, Whitney L. Cade, Natalie K. Person. 557-562 [doi]
- Building a Conversational SimStudentRyan Carlson, Victoria Keiser, Noboru Matsuda, Kenneth R. Koedinger, Carolyn Penstein Rosé. 563-569 [doi]
- Predicting Learner's Project Performance with Dialogue Features in Online Q&A DiscussionsJae-Bong Yoo, Jihie Kim. 570-575 [doi]
- Interventions to Regulate Confusion during LearningBlair Lehman, Sidney K. D'Mello, Arthur C. Graesser. 576-578 [doi]
- Using Examples in Intelligent Tutoring SystemsAmir Shareghi Najar, Antonija Mitrovic. 579-581 [doi]
- Semi-Supervised Classification of Realtime Physiological Sensor Datastreams for Student Affect Assessment in Intelligent TutoringKeith W. Brawner, Robert A. Sottilare, Avelino Gonzalez. 582-584 [doi]
- Detection of Cognitive Strategies in Reading Comprehension TasksTerry Peckham. 585-587 [doi]
- The Effects of Adaptive Sequencing Algorithms on Player Engagement within an Online GameDerek Lomas, John C. Stamper, Ryan Muller, Kishan Patel, Kenneth R. Koedinger. 588-590 [doi]
- A Canonicalizing Model for Building Programming TutorsKelly Rivers, Kenneth R. Koedinger. 591-593 [doi]
- Developmentally Appropriate Intelligent Spatial Tutoring for Mobile DevicesMelissa A. Wiederrecht, Amy Catherine Ulinski. 594-596 [doi]
- Leveraging Game Design to Promote Effective User Behavior of Intelligent Tutoring SystemsMatt Johnson, Tomoko Okimoto, Tiffany Barnes. 597-599 [doi]
- Design of a Knowledge Base to Teach ProgrammingDinesha Weragama, Jim Reye. 600-602 [doi]
- Towards an ITS for Improving Social Problem Solving Skills of ADHD ChildrenAtefeh Ahmadi Olounabadi, Antonija Mitrovic. 603-605 [doi]
- A Scenario Based Analysis of E-Collaboration EnvironmentsRaoudha Chebil, Wided Lejouad Chaari, Stefano A. Cerri. 606-608 [doi]
- Supporting Students in the Analysis of Case Studies for Ill-Defined DomainsMayya Sharipova. 609-611 [doi]
- Using Individualized Feedback and Guided Instruction via a Virtual Human Agent in an Introductory Computer Programming CourseLorrie Lehmann, Dale-Marie Wilson, Tiffany Barnes. 612-614 [doi]
- Data-Driven Method for Assessing Skill-Opportunity Recognition in Open Procedural Problem Solving EnvironmentsMichael John Eagle, Tiffany Barnes. 615-617 [doi]
- How Do Learners Regulate Their Emotions?Amber Chauncey Strain, Sidney K. D'Mello, Melissa Gross. 618-619 [doi]
- A Model-Building Learning Environment with Explanatory Feedback to Erroneous ModelsTomoya Horiguchi, Tsukasa Hirashima, Kenneth D. Forbus. 620-621 [doi]
- An Automatic Comparison between Knowledge Diagnostic TechniquesSébastien Lallé, Vanda Luengo, Nathalie Guin. 622-623 [doi]
- The Interaction Behavior of Agents' Emotional Support and Competency on Learner Outcomes and PerceptionsHeather K. Holden. 624-625 [doi]
- Accuracy of Tracking Student's Natural Language in Operation ARIES!, A Serious Game for Scientific MethodsZhiqiang Cai, Carol Forsyth, Mae-Lynn Germany, Arthur C. Graesser, Keith K. Millis. 626-627 [doi]
- Designing the Knowledge Base for a PHP TutorDinesha Weragama, Jim Reye. 628-629 [doi]
- Domain Specific Knowledge Representation for an Intelligent Tutoring System to Teach Algebraic ReasoningMiguel Arevalillo-Herráez, David Arnau, José Antonio González-Calero, Aladdin Ayesh. 630-631 [doi]
- Exploring the Potential of Tabletops for Collaborative LearningMichael Schubert, Sébastien George, Audrey Serna. 632-633 [doi]
- Modeling the Affective States of Students Using SQL-TutorThea Faye G. Guia, Ma. Mercedes T. Rodrigo, Michelle Marie C. Dagami, Jessica O. Sugay, Francis Jan P. Macam, Antonija Mitrovic. 634-635 [doi]
- A Cross-Cultural Comparison of Effective Help-Seeking Behavior among Students Using an ITS for MathJose Carlo A. Soriano, Ma. Mercedes T. Rodrigo, Ryan Shaun Joazeiro de Baker, Amy Ogan, Erin Walker, Maynor Jimenez Castro, Ryan Genato, Samantha Fontaine, Ricardo Belmontez. 636-637 [doi]
- Emotions during Writing on Topics That Align or Misalign with Personal BeliefsCaitlin Mills, Sidney K. D'Mello. 638-639 [doi]
- A Multiagent-Based ITS Using Multiple Viewpoints for Propositional LogicEvandro de Barros Costa, Priscylla Silva, Marlos Silva, Emanuele Silva, Anderson Santos. 640-641 [doi]
- Simulation-Based Training of Ill-Defined Social Domains: The Complex Environment Assessment and Tutoring System (CEATS)Benjamin Nye, Gnana Bharathy, Barry G. Silverman, Ceyhun Eksin. 642-644 [doi]
- Empirical Investigation on Self Fading as Adaptive Behavior of Hint SeekingKazuhisa Miwa, Hitoshi Terai, Nana Kanzaki, Ryuichi Nakaike. 645-646 [doi]
- Scripting Discussions for Elaborative, Critical InteractionsOliver Scheuer, Bruce M. McLaren, Armin Weinberger, Sabine Niebuhr. 647-648 [doi]
- Design Requirements of a Virtual Learning Environment for Resource SharingNikos Barbalios, Irene A. Ioannidou, Panagiotis Tzionas, Stefanos Paraskeuopoulos. 649-650 [doi]
- The Effectiveness of a Pedagogical Agent's Immediate Feedback on Learners' Metacognitive Judgments during Learning with MetaTutorReza Feyzi-Behnagh, Roger Azevedo. 651-652 [doi]
- Supporting Students in the Analysis of Case Studies for Professional Ethics EducationMayya Sharipova, Gordon I. McCalla. 653-654 [doi]
- Evaluating the Automatic Extraction of Learning Objects from Electronic Textbooks Using ErauzOntMikel Larrañaga, Angel Conde, Inaki Calvo, Ana Arruarte Lasa, Jon A. Elorriaga. 655-656 [doi]
- A Cognition-Based Game Platform and its Authoring Environment for Learning Chinese CharactersChao-Lin Liu, Chia-Ying Lee, Wei-Jie Huang, Yu-Lin Tzeng, Chia-Ru Chou. 657-659 [doi]
- Effects of Text and Visual Element Integration Schemes on Online Reading Behaviors of Typical and Struggling ReadersRobert P. Dolan, Sonya Powers. 660-661 [doi]
- Fadable Scaffolding with Cognitive ToolAkihiro Kashihara, Makoto Ito. 662-663 [doi]
- Mediating Intelligence through Observation, Dependency and Agency in Making Construals of MalariaMeurig Beynon, Will Beynon. 664-665 [doi]
- Supporting Social Deliberative Skills in Online Classroom Dialogues: Preliminary Results Using Automated Text AnalysisTom Murray, Beverly Park Woolf, Xiaoxi Xu, Stefanie Shipe, Scott Howard, Leah Wing. 666-668 [doi]
- Using Time Pressure to Promote Mathematical FluencySteven Ritter, Tristan Nixon, Derek Lomas, John C. Stamper, Dixie Ching. 669-670 [doi]
- Interoperability for ITS: An Ontology of Learning Style ModelsJudi McCuaig, Robert Gauthier. 671-672 [doi]
- Skill Diaries: Can Periodic Self-assessment Improve Students' Learning with an Intelligent Tutoring System?Yanjin Long, Vincent Aleven. 673-674 [doi]
- An Optimal Assessment of Natural Language Student Input Using Word-to-Word Similarity MetricsVasile Rus, Mihai C. Lintean. 675-676 [doi]
- Facilitating Co-adaptation of Technology and Education through the Creation of an Open-Source Repository of Interoperable CodePhilip I. Pavlik Jr., Jaclyn K. Maass, Vasile Rus, Andrew Olney. 677-678 [doi]
- A Low-Cost Scalable Solution for Monitoring Affective State of Students in E-learning Environment Using Mouse and Keystroke DataPo-Ming Lee, Wei-Hsuan Tsui, Tzu-Chien Hsiao. 679-680 [doi]
- Impact of an Adaptive Tutorial on Student LearningFethi A. Inan, Fatih Ari, Raymond Flores, Amani Zaier, Ismahan Arslan-Ari. 681-682 [doi]
- Technology Enhanced Learning Program That Makes Thinking the Outside to Train Meta-cognitive Skill through Knowledge Co-creation DiscussionKazuhisa Seta, Liang Cui, Mitsuru Ikeda, Noriyuki Matsuda. 683-684 [doi]
- Open Student Models to Enhance Blended-LearningMaite Martín, Ainhoa Alvarez, David Reina, Isabel Fernández-Castro, Maite Urretavizcaya, Susan Bull. 685-686 [doi]
- ZooQuest: A Mobile Game-Based Learning Application for Fifth GradersGerard Veenhof, Jacobijn Sandberg, Marinus Maris. 687-688 [doi]
- Drawing-Based Modeling for Early Science EducationWouter R. van Joolingen, Lars Bollen, Frank Leenaars, Hannie Gijlers. 689-690 [doi]
- An OWL Ontology for IEEE-LOM and OBAA MetadataJoão Carlos Gluz, Rosa Maria Vicari. 691-693 [doi]
- Classifying Topics of Video Lecture Contents Using Speech Recognition TechnologyJun Park, Jihie Kim. 694-695 [doi]
- An Agent-Based Infrastructure for the Support of Learning Objects Life-CycleJoão Carlos Gluz, Rosa Maria Vicari, Liliana Maria Passerino. 696-698 [doi]
- Cluster Based Feedback Provision Strategies in Intelligent Tutoring SystemsSebastian Gross, Xibin Zhu, Barbara Hammer, Niels Pinkwart. 699-700 [doi]
- A Web Comic Strip Creator for Educational Comics with Assessable Learning ObjectivesFotis Lazarinis, Elaine Pearson. 701-702 [doi]
- A Layered Architecture for Online Lab-works: Experimentation in the Computer Science EducationMohamed El Amine Bouabid, Philippe Vidal, Julien Broisin. 703-704 [doi]
- A Serious Game for Teaching Conflict Resolution to ChildrenJoana Campos, Henrique Campos, Carlos Martinho, Ana Paiva. 705-706 [doi]
- Towards Social Mobile Blended LearningAmr Abozeid, Mohammed Abdel Razek, Claude Frasson. 707-709 [doi]
- Learning Looping: From Natural Language to Worked ExamplesLeigh Ann Sudol-DeLyser, Mark Stehlik, Sharon Carver. 710-711 [doi]
- A Basic Model of Metacognition: A Repository to Trigger ReflectionAlejandro Peña Ayala, Rafael Dominguez de Leon, Riichiro Mizoguchi. 712-713 [doi]
- Analyzing Affective Constructs: Emotions 'n AttitudesIvon Arroyo, David H. Shanabrook, Winslow Burleson, Beverly Park Woolf. 714-715 [doi]
- Interactive Virtual Representations, Fractions, and Formative FeedbackMaria Mendiburo, Brian Sulcer, Gautam Biswas, Ted S. Hasselbring. 716-717 [doi]
- An Intelligent System to Support Accurate Transcription of University LecturesMiltiades Papadopoulos, Elaine Pearson. 718-719 [doi]
- Multi-context Recommendation in Technology Enhanced LearningMajda Maâtallah, Hassina Seridi-Bouchelaghem. 720-721 [doi]