Table of Contents

• Sensor-Free Affect Detection for a Simulation-Based Science Inquiry Learning EnvironmentLuc Paquette, Ryan Shaun Joazeiro de Baker, Michael A. Sao Pedro, Janice D. Gobert, Lisa M. Rossi, Adam Nakama, Zakkai Kauffman-Rogoff. 1-10 [doi]
• Towards Automatically Detecting Whether Student Is in FlowPo-Ming Lee, Sin-Yu Jheng, Tzu-Chien Hsiao. 11-18 [doi]
• To Quit or Not to Quit: Predicting Future Behavioral Disengagement from Reading PatternsCaitlin Mills, Nigel Bosch, Arthur C. Graesser, Sidney K. D'Mello. 19-28 [doi]
• Predicting Affect from Gaze Data during Interaction with an Intelligent Tutoring SystemNatasha Jaques, Cristina Conati, Jason M. Harley, Roger Azevedo. 29-38 [doi]
• It's Written on Your Face: Detecting Affective States from Facial Expressions while Learning Computer ProgrammingNigel Bosch, Yuxuan Chen, Sidney K. D'Mello. 39-44 [doi]
• Impact of Agent Role on Confusion Induction and LearningBlair Lehman, Arthur C. Graesser. 45-54 [doi]
• Automated Physiological-Based Detection of Mind Wandering during LearningNathaniel Blanchard, Robert Bixler, Tera Joyce, Sidney K. D'Mello. 55-60 [doi]
• Knowledge Construction with Pseudo-hapticsAkihiro Kashihara, Go Shiota. 61-68 [doi]
• A Tool for Integrating Log and Video Data for Exploratory Analysis and Model GenerationVictor Girotto, Elissa Thomas, Cecil Lozano, Kasia Muldner, Winslow Burleson, Erin Walker. 69-74 [doi]
• Virtual Environment for Monitoring Emotional Behaviour in DrivingClaude Frasson, Pierre-Olivier Brosseau, Thi Hong Dung Tran. 75-83 [doi]
• The Affective Meta-Tutoring Project: Lessons LearnedKurt VanLehn, Winslow Burleson, Sylvie Girard, Maria Elena Chavez Echeagaray, Javier Gonzalez Sanchez, Yoalli Hidalgo-Pontet, Lishan Zhang. 84-93 [doi]
• Identifying Learning Conditions that Minimize Mind Wandering by Modeling Individual AttributesKristopher Kopp, Robert Bixler, Sidney K. D'Mello. 94-103 [doi]
• Investigating the Effect of Meta-cognitive Scaffolding for Learning by TeachingNoboru Matsuda, Cassondra L. Griger, Nikolaos Barbalios, Gabriel Stylianides, William W. Cohen, Kenneth R. Koedinger. 104-113 [doi]
• Togetherness: Multiple Pedagogical Conversational Agents as Companions in Collaborative LearningYugo Hayashi. 114-123 [doi]
• What Works: Creating Adaptive and Intelligent Systems for Collaborative Learning SupportNia M. Dowell, Whitney L. Cade, Yla R. Tausczik, James W. Pennebaker, Arthur C. Graesser. 124-133 [doi]
• Using an Intelligent Tutoring System to Support Collaborative as well as Individual LearningJennifer K. Olsen, Daniel M. Belenky, Vincent Aleven, Nikol Rummel. 134-143 [doi]
• Bayesian Student Modeling Improved by Diagnostic ItemsYang Chen, Pierre-Henri Wuillemin, Jean-Marc Labat. 144-149 [doi]
• Learning Bayesian Knowledge Tracing Parameters with a Knowledge Heuristic and Empirical ProbabilitiesWilliam J. Hawkins, Neil T. Heffernan, Ryan Shaun Joazeiro de Baker. 150-155 [doi]
• Investigate Performance of Expected Maximization on the Knowledge Tracing ModelJunjie Gu, Hang Cai, Joseph E. Beck. 156-161 [doi]
• Understanding Wheel Spinning in the Context of Affective FactorsJoseph Beck, Ma. Mercedes T. Rodrigo. 162-167 [doi]
• The Usefulness of Log Based Clustering in a Complex Simulation EnvironmentSamad Kardan, Ido Roll, Cristina Conati. 168-177 [doi]
• Survival Analysis on Duration Data in Intelligent TutorsMichael Eagle, Tiffany Barnes. 178-187 [doi]
• Beyond Knowledge Tracing: Modeling Skill Topologies with Bayesian NetworksTanja Käser, Severin Klingler, Alexander G. Schwing, Markus H. Gross. 188-198 [doi]
• Identifying Effective Moves in Tutoring: On the Refinement of Dialogue Act Annotation SchemesAlexandria Katarina Vail, Kristy Elizabeth Boyer. 199-209 [doi]
• When Is Tutorial Dialogue More Effective Than Step-Based Tutoring?Min Chi, Pamela W. Jordan, Kurt VanLehn. 210-219 [doi]
• Predicting Student Learning from Conversational CuesDavid Adamson, Akash Bharadwaj, Ashudeep Singh, Colin Ashe, David Yaron, Carolyn Penstein Rosé. 220-229 [doi]
• Validating the Automated Assessment of Participation and of Collaboration in Chat ConversationsMihai Dascalu, Stefan Trausan-Matu, Philippe Dessus. 230-235 [doi]
• Context-Based Speech Act Classification in Intelligent Tutoring SystemsBorhan Samei, Haiying Li, Fazel Keshtkar, Vasile Rus, Arthur C. Graesser. 236-241 [doi]
• Macro-adaptation in Conversational Intelligent Tutoring MattersVasile Rus, Dan Stefanescu, William Baggett, Nobal B. Niraula, Donald R. Franceschetti, Arthur C. Graesser. 242-247 [doi]
• An Evaluation of Self-explanation in a Programming TutorAmruth N. Kumar. 248-253 [doi]
• Identifying Thesis and Conclusion Statements in Student Essays to Scaffold Peer ReviewMohammad Hassan Falakmasir, Kevin D. Ashley, Christian D. Schunn, Diane J. Litman. 254-259 [doi]
• Can Diagrams Predict Essay Grades?Collin F. Lynch, Kevin D. Ashley, Min Chi. 260-265 [doi]
• Toward Automatic Inference of Causal Structure in Student EssaysPeter M. Hastings, Simon Hughes, Mary Anne Britt, Dylan Blaum, Patty Wallace. 266-271 [doi]
• Classroom Evaluation of a Scaffolding Intervention for Improving Peer Review LocalizationHuy Nguyen, Wenting Xiong, Diane J. Litman. 272-282 [doi]
• Comprehension SEEDING: Comprehension through Self Explanation, Enhanced Discussion, and INquiry GenerationFrank Paiva, James Glenn, Karen Mazidi, Robert Talbot, Ruth Wylie, Michelene T. H. Chi, Erik Dutilly, Brandon Helding, Mingyu Lin, Susan Bell Trickett, Rodney D. Nielsen. 283-293 [doi]
• Pedagogical Evaluation of Automatically Generated QuestionsKaren Mazidi, Rodney D. Nielsen. 294-299 [doi]
• Content-Dependent Question Generation for History Learning in Semantic Open Learning SpaceCorentin Jouault, Kazuhisa Seta. 300-305 [doi]
• Data-Driven Program Synthesis for Hint Generation in Programming TutorsTimotej Lazar, Ivan Bratko. 306-311 [doi]
• Building Games to Learn from Their Players: Generating Hints in a Serious GameAndrew Hicks, Barry W. Peddycord III, Tiffany Barnes. 312-317 [doi]
• Evaluation of Guided-Planning and Assisted-Coding with Task Relevant Dynamic HintingWei Jin, Albert T. Corbett, Will Lloyd, Lewis Baumstark, Christine Rolka. 318-328 [doi]
• Automating Hint Generation with Solution Space Path ConstructionKelly Rivers, Kenneth R. Koedinger. 329-339 [doi]
• How to Select an Example? A Comparison of Selection Strategies in Example-Based LearningSebastian Gross, Bassam Mokbel, Barbara Hammer, Niels Pinkwart. 340-347 [doi]
• Students' Adaptation and Transfer of Strategies across Levels of Scaffolding in an Exploratory EnvironmentIdo Roll, Nikki Yee, Adriana Briseno. 348-353 [doi]
• Exploring the Assistance Dilemma: Comparing Instructional Support in Examples and ProblemsBruce M. McLaren, Tamara van Gog, Craig Ganoe, David Yaron, Michael Karabinos. 354-361 [doi]
• A Systematic Approach for Providing Personalized Pedagogical Recommendations Based on Educational Data MiningRanilson Oscar Araujo Paiva, Ig Ibert Bittencourt Santa Pinto, Alan Pedro da Silva, Seiji Isotani, Patrícia Augustin Jaques. 362-367 [doi]
• ToneWars: Connecting Language Learners and Native Speakers through Collaborative Mobile GamesAndrew Head, Yi Xu, Jingtao Wang. 368-377 [doi]
• Gamification of Joint Student/System Control over Problem Selection in a Linear Equation TutorYanjin Long, Vincent Aleven. 378-387 [doi]
• Replay Penalties in Cognitive GamesMatthew W. Easterday, Yelee Jo. 388-397 [doi]
• Use of a Cognitive Simulator to Enhance Students' Mental Simulation ActivitiesKazuhisa Miwa, Junya Morita, Hitoshi Terai, Nana Kanzaki, Kazuaki Kojima, Ryuichi Nakaike, Hitomi Saito. 398-403 [doi]
• Towards an Ontology for Gamifying Collaborative Learning ScenariosGeiser Chalco Challco, Dilvan Moreira, Riichiro Mizoguchi, Seiji Isotani. 404-409 [doi]
• Serious Games Go Informal: A Museum-Centric Perspective on Intelligent Game-Based LearningJonathan P. Rowe, Eleni V. Lobene, Bradford W. Mott, James C. Lester. 410-415 [doi]
• Animated Presentation of Pictorial and Concept Map Media in BiologyWhitney L. Cade, Jaclyn K. Maass, Patrick Hays, Andrew Olney. 416-425 [doi]
• Multi-methods Approach for Domain-Specific Grounding: An ITS for Connection Making in ChemistryMartina A. Rau, Amanda L. Evenstone. 426-435 [doi]
• Modeling Student Benefit from Illustrations and GraphsMichael Lipschultz, Diane J. Litman. 436-441 [doi]
• Towards Assessing and Grading Learner Created Conceptual ModelsBert Bredeweg, Christina Th. Nicolaou, Jochem Liem, Constantinos P. Constantinou. 442-447 [doi]
• StaticsTutor: Free Body Diagram Tutor for Problem FramingEnruo Guo, Stephen Gilbert, John Jackman, Gloria Starns, Mathew Hagge, LeAnn Faidly, Mostafa Amin-Naseri. 448-455 [doi]
• Are Automatically Identified Reading Strategies Reliable Predictors of Comprehension?Mihai Dascalu, Philippe Dessus, Maryse Bianco, Stefan Trausan-Matu. 456-465 [doi]
• Modeling Strategy Use in an Intelligent Tutoring System: Implications for Strategic FlexibilityCaitlin Tenison, Christopher J. MacLellan. 466-475 [doi]
• Assessing Student Performance in a Computational-Thinking Based Science Learning EnvironmentSatabdi Basu, John S. Kinnebrew, Gautam Biswas. 476-481 [doi]
• A Student Model for Teaching Natural Deduction Based on a Prover That Mimics Student ReasoningJoão Carlos Gluz, Fabiane Penteado, Marcel Mossmann, Lucas Gomes, Rosa Vicari. 482-489 [doi]
• The Effect of Automatic Reassessment and Relearning on Assessing Student Long-Term Knowledge in MathematicsYutao Wang, Neil T. Heffernan. 490-495 [doi]
• Predicting Student Performance in Solving Parameterized ExercisesShaghayegh Sahebi, Yun Huang, Peter Brusilovsky. 496-503 [doi]
• A Study of Exploring Different Schedules of Spacing and Retrieval Interval on Mathematics Skills in ITS EnvironmentXiaolu Xiong, Joseph E. Beck. 504-509 [doi]
• Towards Providing Notifications to Enhance Teacher's Awareness in the ClassroomRoberto Martínez Maldonado, Andrew Clayphan, Kalina Yacef, Judy Kay. 510-515 [doi]
• Survey Sidekick: Structuring Scientifically Sound SurveysI-Han Hsiao, Shuguang Han, Manav Malhotra, Hui Soo Chae, Gary Natriello. 516-522 [doi]
• Authoring Tools for Collaborative Intelligent Tutoring System EnvironmentsJennifer K. Olsen, Daniel M. Belenky, Vincent Aleven, Nikol Rummel, Jonathan Sewall, Michael A. Ringenberg. 523-528 [doi]
• A System Architecture for Affective Meta Intelligent Tutoring SystemsJavier Gonzalez Sanchez, Maria Elena Chavez Echeagaray, Kurt VanLehn, Winslow Burleson, Sylvie Girard, Yoalli Hidalgo-Pontet, Lishan Zhang. 529-534 [doi]
• Towards Automatically Building Tutor Models Using Multiple Behavior DemonstrationsRohit Kumar, Matthew E. Roy, R. Bruce Roberts, John I. Makhoul. 535-544 [doi]
• Testing Language Independence in the Semiautomatic Construction of Educational OntologiesAngel Conde, Mikel Larrañaga, Ana Arruarte Lasa, Jon A. Elorriaga. 545-550 [doi]
• Authoring Tutors with SimStudent: An Evaluation of Efficiency and Model QualityChristopher J. MacLellan, Kenneth R. Koedinger, Noboru Matsuda. 551-560 [doi]
• Implementation of an Intelligent Tutoring System for Online Homework Support in an Efficacy TrialMingyu Feng, Jeremy Roschelle, Neil T. Heffernan, Janet Fairman, Robert Murphy. 561-566 [doi]
• An Intelligent LMS Model Based on Intelligent Tutoring SystemsCecilia Estela Giuffra Palomino, Ricardo Azambuja Silveira, Marina Keiko Nakayama. 567-574 [doi]
• Designing an Interactive Teaching Tool with ABML Knowledge Refinement LoopMatej Zapusek, Martin Mozina, Ivan Bratko, Joze Rugelj, Matej Guid. 575-582 [doi]
• Barriers to ITS Adoption: A Systematic Mapping StudyBenjamin D. Nye. 583-590 [doi]
• Towards Scalable Assessment of Performance-Based Skills: Generalizing a Detector of Systematic Science Inquiry to a Simulation with a Complex StructureMichael A. Sao Pedro, Janice D. Gobert, Cameron G. Betts. 591-600 [doi]
• Automatic Scoring of an Analytical Response-To-Text AssessmentZahra Rahimi, Diane J. Litman, Richard Correnti, Lindsay Clare Matsumura, Elaine Wang, Zahid Kisa. 601-610 [doi]
• Towards Flow Theory on the Design of a Tutoring System for Improving Affective QualityPo-Ming Lee, Sin-Yu Jheng, Tzu-Chien Hsiao. 611-612 [doi]
• Engaging Higher Order Thinking Skills with a Personalized Physics Tutoring SystemMatthew Bojey, Bowen Hui, Robert Campbell. 613-614 [doi]
• Scaffolding Reflection for Collaborative BrainstormingAndrew Clayphan, Roberto Martinez-Maldonado, Judy Kay, Susan Bull. 615-616 [doi]
• Question Asking During Collaborative Problem Solving in an Online Game EnvironmentHaiying Li, Ying Duan, Danielle N. Clewley, Brent Morgan, Arthur C. Graesser, David Williamson Shaffer, Jenny Saucerman. 617-618 [doi]
• Aligning Ontologies to Bring Semantics to Learning Object SearchJoão Carlos Gluz, Luis Rodrigo Jardim Da Silva, Rosa Vicari. 619-620 [doi]
• Social Network Signatures of Effective Online CommunicationXiaoxi Xu, Tom Murray, Beverly Park Woolf, David A. Smith. 621-622 [doi]
• A Multi-level Complex Adaptive System Approach for Modeling of SchoolsTed Carmichael, Mirsad Hadzikadic, Mary Jean Blink, John C. Stamper. 623-624 [doi]
• Assessing Science Inquiry Skills Using TrialoguesDiego Zapata-Rivera, G. Tanner Jackson, Lei Liu, Maria Bertling, Margaret Vezzu, Irvin R. Katz. 625-626 [doi]
• Attitudinal Gains from Engagement with Metacognitive Tutors in an Exploratory Learning EnvironmentDavid A. Joyner, Ashok K. Goel. 627-628 [doi]
• Understanding Students' Emotions during Interactions with Agent-Based Learning Environments: A Selective ReviewJason M. Harley, Roger Azevedo. 629-631 [doi]
• Authoring System to Design Pedagogical Devices: The SAPRISTI SystemDominique Leclet-Groux, Ismail Hassan Djilal. 632-633 [doi]
• Fostering Teacher-Student Interaction and Learner Autonomy by the I-TUTOR MapsVincenzo Cannella, Laura Fedeli, Arianna Pipitone, Roberto Pirrone, Pier Giuseppe Rossi. 634-637 [doi]
• It Takes Two: Momentary Co-occurrence of Affective States during Computerized LearningNigel Bosch, Sidney K. D'Mello. 638-639 [doi]
• Development of a Learning Environment for Human Body Drawing by Giving Error Awareness for Bones and ContoursMasato Soga, Suguru Yamada, Hirokazu Taki. 640-643 [doi]
• An Exploratory Study of Learners' Brain StatesRamla Ghali, Claude Frasson. 644-646 [doi]
• Personalizing Knowledge Tracing: Should We Individualize Slip, Guess, Prior or Learn Rate?Junjie Gu, Yutao Wang, Neil T. Heffernan. 647-648 [doi]
• Towards a Learning Ecology Using Modest Computing to Address the 'Banking Model of Education'Roberto Martínez Maldonado, Ana Pinto, Mario Moreno-Sabido. 649-651 [doi]
• Negotiation Driven LearningRaja M. Suleman, Riichiro Mizoguchi, Mitsuru Ikeda. 652-653 [doi]
• SCALE: Student Centered Adaptive Learning EngineMary Jean Blink, John C. Stamper, Ted Carmichael. 654-655 [doi]
• Relationship between Student Writing Complexity and Physics Learning in a Text-Based ITSReva Freedman, Douglas Krieghbaum. 656-659 [doi]
• The Impact of Epistemological Beliefs on Student Interactions with an Intelligent Tutoring SystemScotty D. Craig, Jun Xie, Xudong Huang, Author C. Graesser, Xiangen Hu. 660-661 [doi]
• Analyzing Learning Gains in a Competition Intelligent Tutoring SystemPedro J. Muñoz Merino, Carlos Delgado Kloos, Manuel Fernández Molina. 662-663 [doi]
• Leveraging Semi-Supervised Learning to Predict Student Problem-Solving Performance in Narrative-Centered Learning EnvironmentsWookhee Min, Bradford W. Mott, Jonathan P. Rowe, James C. Lester. 664-665 [doi]
• Opening the Door to Philosophy for Teachers with GYM-AuthorValéry Psyché, Jacqueline Bourdeau, Jules Mozes, Alexandre Kalemjian, Pierre Poirier, Roger Nkambou, Alexie Miquelon, Céline Maurice. 666-669 [doi]
• Using Log Data to Predict Response Behaviors in Classroom DiscussionsRuth Wylie, Brandon Helding, Robert Talbot, Michelene T. H. Chi, Susan Bell Trickett, Rodney D. Nielsen. 670-671 [doi]
• A Rule-Based Recommender System to Suggest Learning TasksHazra Imran, Mohammad Belghis-Zadeh, Ting-Wen Chang, Kinshuk, Sabine Graf. 672-673 [doi]
• Reducing Student Hint Use by Creating Buggy Messages from Machine Learned Incorrect ProcessesDouglas Selent, Neil T. Heffernan. 674-675 [doi]
• Modeling Student Dropout in Tutoring SystemsMichael Eagle, Tiffany Barnes. 676-678 [doi]
• A Tool for Summarizing Students' Changes across DraftsHoma B. Hashemi, Christian D. Schunn. 679-682 [doi]
• Example-Based Problem Solving Support Using Concept Analysis of Programming ContentRoya Hosseini, Peter Brusilovsky. 683-685 [doi]
• Clustering Constructed Responses for Formative Assessment in Comprehension SEEDINGFrank Paiva, Rodney D. Nielsen. 686-688 [doi]
• Negotiation Driven Learning: A New Perspective of Learning Using NegotiationRaja M. Suleman, Riichiro Mizoguchi, Mitsuru Ikeda. 689-691 [doi]
• Phenomenography of Student Perceptions of an Online Metacognitive ToolAaron Thomas. 692-694 [doi]
• Toward Sense Making with Grounded FeedbackEliane Stampfer Wiese, Kenneth R. Koedinger. 695-697 [doi]