Table of Contents

• Programming Intelligent Embodied Pedagogical Agents to Teach the Beginnings of Industrial RevolutionIvan Luis Feix Baierle, João Carlos Gluz. 3-12 [doi]
• Adaptive Clustering of Codes for Assessment in Introductory Programming CoursesAlexandre de A. Barbosa, Evandro de Barros Costa, Patrick Henrique da S. Brito. 13-22 [doi]
• Recommendation in Collaborative E-Learning by Using Linked Open Data and Ant Colony OptimizationSamia Beldjoudi, Hassina Seridi, Nour El Islem Karabadji. 23-32 [doi]
• Evaluating Adaptive Pedagogical Agents' Prompting Strategies Effect on Students' EmotionsFrançois Bouchet, Jason M. Harley, Roger Azevedo. 33-43 [doi]
• Investigating the Role of Goal Orientation: Metacognitive and Cognitive Strategy Use and Learning with Intelligent Tutoring SystemsElizabeth B. Cloude, Michelle Taub, Roger Azevedo. 44-53 [doi]
• Game Scenes Evaluation and Player's Dominant Emotion PredictionRené Doumbouya, Mohamed S. Benlamine, Aude Dufresne, Claude Frasson. 54-65 [doi]
• Disrupting the Rote Learning Loop: CS Majors Iterating Over Learning Modules with an Adaptive Educational HypermediaMuhammad Mustafa Hassan, Adnan N. Qureshi. 66-77 [doi]
• Gaze Feedback and Pedagogical Suggestions in Collaborative Learning - Investigation of Explanation Performance on Self's Concept in a Knowledge Integration TaskYugo Hayashi. 78-87 [doi]
• Motivational Assessment Tool (MAT): Enabling Personalized Learning to Enhance MotivationElizabeth Lameier, Lauren Reinerman-Jones, Gerald Matthews, Elizabeth Biddle, Michael W. Boyce. 88-98 [doi]
• The Impact of Multiple Real-Time Scaffolding Experiences on Science Inquiry PracticesHaiying Li, Janice D. Gobert, Rachel Dickler, Raha Moussavi. 99-109 [doi]
• The Allocation of Time Matters to Students' Performance in Clinical ReasoningShan Li, Juan Zheng, Eric Poitras, Susanne P. Lajoie. 110-119 [doi]
• Empirical Investigation of Cognitive Load Theory in Problem Solving DomainKazuhisa Miwa, Hitoshi Terai, Kazuaki Kojima. 120-129 [doi]
• Data-Driven Learner Profiling Based on Clustering Student Behaviors: Learning Consistency, Pace and EffortShirin Mojarad, Alfred Essa, Shahin Mojarad, Ryan S. Baker. 130-139 [doi]
• Identifying How Metacognitive Judgments Influence Student Performance During Learning with MetaTutorIVHNicholas V. Mudrick, Robert Sawyer, Megan J. Price, James C. Lester, Candice Roberts, Roger Azevedo. 140-149 [doi]
• Predicting Learners' Emotions in Mobile MOOC Learning via a Multimodal Intelligent TutorPhuong Pham, Jingtao Wang. 150-159 [doi]
• Toward Tutoring Systems Inspired by Applied Behavioral AnalysisMichela Ponticorvo, Angelo Rega, Orazio Miglino. 160-169 [doi]
• The Role of Negative Emotions and Emotion Regulation on Self-Regulated Learning with MetaTutorMegan J. Price, Nicholas V. Mudrick, Michelle Taub, Roger Azevedo. 170-179 [doi]
• Analysis of Permanence Time in Emotional States: A Case Study Using Educational SoftwareHelena Macedo Reis, Danilo Alvares, Patrícia Augustin Jaques, Seiji Isotani. 180-190 [doi]
• Scoring Summaries Using Recurrent Neural NetworksStefan Ruseti, Mihai Dascalu, Amy M. Johnson, Danielle S. McNamara, Renu Balyan, Kathryn S. McCarthy, Stefan Trausan-Matu. 191-201 [doi]
• Changes in Emotion and Their Relationship with Learning Gains in the Context of MetaTutorJeanne Sinclair, Eunice Eunhee Jang, Roger Azevedo, Clarissa Lau, Michelle Taub, Nicholas V. Mudrick. 202-211 [doi]
• A Heuristic Approach for New-Item Cold Start Problem in Recommendation of Micro Open Education ResourcesGeng Sun, Tingru Cui, Dongming Xu, Jun Shen 0001, Shiping Chen. 212-222 [doi]
• How Do Different Levels of AU4 Impact Metacognitive Monitoring During Learning with Intelligent Tutoring Systems?Michelle Taub, Roger Azevedo, Nicholas V. Mudrick. 223-232 [doi]
• How Are Students' Emotions Associated with the Accuracy of Their Note Taking and Summarizing During Learning with ITSs?Michelle Taub, Nicholas V. Mudrick, Ramkumar Rajendran, Yi Dong, Gautam Biswas, Roger Azevedo. 233-242 [doi]
• Adaptive Feedback Based on Student Emotion in a System for Programming PracticeThomas James Z. Tiam-Lee, Kaoru Sumi. 243-255 [doi]
• Learning by Explaining to a Digital DoppelgangerNing Wang, Ari Shapiro, Andrew W. Feng, Cindy Zhuang, Chirag Merchant, David Schwartz, Stephen L. Goldberg. 256-264 [doi]
• Impact of Tutor Errors on Student Engagement in a Dialog Based Intelligent Tutoring SystemShazia Afzal, Vinay Shashidhar, Renuka Sindhgatta, Bikram Sengupta. 267-273 [doi]
• Enhancing the Clustering of Student Performance Using the Variation in ConfidenceAni Aghababyan, Nicholas Lewkow, Ryan S. Baker. 274-279 [doi]
• Intelligent Virtual Reality Tutoring System Supporting Open Educational Resource AccessJae-wook Ahn, Ravi Tejwani, Sharad Sundararajan, Aldis Sipolins, Sean O'Hara, Anand Paul, Ravi Kokku, Jan Kjallstrom, Nam Hai Dang, Yazhou Huang. 280-286 [doi]
• Emotional State and Behavior Analysis in a Virtual Reality Environment: A Medical ApplicationHamdi Ben Abdessalem, Marwa Boukadida, Claude Frasson. 287-293 [doi]
• Deep Learning in Automated Essay ScoringDavid Boulanger, Vivekanandan Kumar. 294-299 [doi]
• A Hybrid Architecture for Non-technical Skills DiagnosisYannick Bourrier, Francis Jambon, Catherine Garbay, Vanda Luengo. 300-305 [doi]
• A Novel Learning Early-Warning Model Based on Random Forest AlgorithmXiaoxiao Cheng, Zhengzhou Zhu, Xiao Liu, Xiaofang Yuan, Jiayu Guo, Qun Guo, Deqi Li, Ruofei Zhu. 306-312 [doi]
• Improving Inference of Learning Related Emotion by Combining Cognitive and Physical InformationErnani Gottardo, Andrey Ricardo Pimentel. 313-318 [doi]
• Module Advisor: Guiding Students with RecommendationsNina Hagemann, Michael P. O'Mahony, Barry Smyth. 319-325 [doi]
• TUMA: Towards an Intelligent Tutoring System for Manual-Procedural ActivitiesZardosht Hodaie, Juan Haladjian, Bernd Bruegge. 326-331 [doi]
• SAT Reading Analysis Using Eye-Gaze Tracking Technology and Machine LearningAndrew Howe, Phong Nguyen. 332-338 [doi]
• Determining What the Student Understands - Assessment in an Unscaffolded EnvironmentC. W. Liew, H. Nguyen. 339-344 [doi]
• Curriculum Pacing: A New Approach to Discover Instructional Practices in ClassroomsNirmal Patel, Aditya Sharma, Collin Sellman, Derek Lomas. 345-351 [doi]
• Towards Embedding a Tutoring Companion in the Eclipse Integrated Development EnvironmentManohara Rao Penumala, Javier Gonzalez Sanchez. 352-358 [doi]
• Semantic Collaboration Trajectories in Communities of PracticeMatheus Pereira, Rosa Maria Vicari, João Luis Tavares da Silva. 359-365 [doi]
• Predictors and Outcomes of Gaming in an Intelligent Tutoring SystemChad Peters, Ivon Arroyo, Winslow Burleson, Beverly Park Woolf, Kasia Muldner. 366-372 [doi]
• Classifying Interaction Behaviors of Students and Conversational Agents Through Dialog AnalysisMichael Procter, Robert Heller, Fuhua Lin. 373-379 [doi]
• Extraction of Relevant Resources and Questions from DBpedia to Automatically Generate Quizzes on Specific DomainsOscar Rodríguez Rocha, Catherine Faron-Zucker, Alain Giboin. 380-385 [doi]
• A Planning-Based Approach to Generating Tutorial Dialog for Teaching Surgical Decision MakingNarumol Vannaprathip, Peter Haddawy, Holger Schultheis, Siriwan Suebnukarn, Parichat Limsuvan, Atirach Intaraudom, Nattapon Aiemlaor, Chontee Teemuenvai. 386-391 [doi]
• Supporting Multiple Learning Experiences on a Childhood Vocabulary Tutoring PlatformAditya Vempaty, Tamer Abuelsaad, Allison Allain, Ravi Kokku. 392-398 [doi]
• Exploring Students' Behaviors in Editing Learning EnvironmentXue-Bai Zhang, Xiao-Long Liu, Shyan-Ming Yuan, Chia-Chen Fan, Chuen-Tsai Sun. 399-404 [doi]