Invited Talks

 

Can Research-Based Technology Change School-Based Learning? Perspectives from Singapore

Chee-Kit Looi

 

Modeling Emotion and Its Expression

Stacy Marsella

 

Active Learning in Technology-Enhanced Environments: On Sensible and Less Sensible Conceptions of “Active” and Their Instructional Consequences

Alexander Renkl

 

Riding the Third Wave

Steve Ritter

 

Social and Caring Tutors

Beverly Park Woolf

 

 

Educational Data Mining

 

Predicting Correctness of Problem Solving in ITS with a Temporal Collaborative Filtering Approach

Suleyman Cetintas, Luo Si, Yan Ping Xin, Casey Hord

 

Detecting the Moment of Learning

Ryan S. J. d. Baker, Adam B. Goldstein, Neil T. Heffernan

 

Comparing Knowledge Tracing and Performance Factor Analysis by Using Multiple Model Fitting Procedures

Yue Gong, Joseph E. Beck, Neil T. Heffernan

 

 

Natural Language Interaction

 

Automatic Question Generation for Literature Review Writing Support

Ming Liu, Rafael A. Calvo, Vasile Rus

 

Characterizing the Effectiveness of Tutorial Dialogue with Hidden Markov Models

Kristy Elizabeth Boyer, Robert Phillips, Amy Ingram, Eun Young Ha, Michael Wallis, Mladen Vouk et al.

 

Exploiting Predictable Response Training to Improve Automatic Recognition of Children’s Spoken Responses

Wei Chen, Jack Mostow, Gregory Aist

 

 

ITS in Ill-Defined Domains

 

Leveraging a Domain Ontology to Increase the Quality of Feedback in an Intelligent Tutoring System

Hameedullah Kazi, Peter Haddawy, Siriwan Suebnukarn

 

Modeling Long Term Learning of Generic Skills

Richard Gluga, Judy Kay, Tim Lever

 

Eliciting Informative Feedback in Peer Review: Importance of Problem-Specific Scaffolding

Ilya M. Goldin, Kevin D. Ashley

 

 

Inquiry Learning

 

Layered Development and Evaluation for Intelligent Support in Exploratory Environments: The Case of Microworlds

Sergio Gutierrez-Santos, Manolis Mavrikis, George Magoulas

 

The Invention Lab: Using a Hybrid of Model Tracing and Constraint-Based Modeling to Offer Intelligent Support in Inquiry Environments

Ido Roll, Vincent Aleven, Kenneth R. Koedinger

 

Discovering and Recognizing Student Interaction Patterns in Exploratory Learning Environments

Andrea Bernardini, Cristina Conati

 

 

Collaborative and Group Learning

 

Lesson Study Communities on Web to Support Teacher Collaboration for Professional Development

Yukari Kato, Masatoshi Ishikawa

 

Using Problem-Solving Context to Assess Help Quality in Computer-Mediated Peer Tutoring

Erin Walker, Sean Walker, Nikol Rummel, Kenneth R. Koedinger

 

Socially Capable Conversational Tutors Can Be Effective in Collaborative Learning Situations

Rohit Kumar, Hua Ai, Jack L. Beuth, Carolyn P. Rosé

 

 

Intelligent Games

 

Facial Expressions and Politeness Effect in Foreign Language Training System

Ning Wang, W. Lewis Johnson, Jonathan Gratch

 

Intercultural Negotiation with Virtual Humans: The Effect of Social Goals on Gameplay and Learning

Amy Ogan, Vincent Aleven, Julia Kim, Christopher Jones

 

 

Gaming the System

 

An Analysis of Gaming Behaviors in an Intelligent Tutoring System

Kasia Muldner, Winslow Burleson, Brett Van de Sande, Kurt VanLehn

 

The Fine-Grained Impact of Gaming (?) on Learning

Yue Gong, Joseph E. Beck, Neil T. Heffernan, Elijah Forbes-Summers

 

Squeezing Out Gaming Behavior in a Dialog-Based ITS

Peter Hastings, Elizabeth Arnott-Hill, David Allbritton

 

 

Pedagogical Strategies

 

Analogies, Explanations, and Practice: Examining How Task Types Affect Second Language Grammar Learning

Ruth Wylie, Kenneth Koedinger, Teruko Mitamura

 

Do Micro-Level Tutorial Decisions Matter: Applying Reinforcement Learning to Induce Pedagogical Tutorial Tactics

Min Chi, Kurt VanLehn, Diane Litman

 

Examining the Role of Gestures in Expert Tutoring

Betsy Williams, Claire Williams, Nick Volgas, Brian Yuan, Natalie Person

 

 

Affect

 

A Time for Emoting: When Affect-Sensitivity Is and Isn’t Effective at Promoting Deep Learning

Sidney D’Mello, Blair Lehman, Jeremiah Sullins, Rosaire Daigle, Rebekah Combs, Kimberly Vogt et al.

 

The Affective and Learning Profiles of Students Using an Intelligent Tutoring System for Algebra

Maria Carminda V. Lagud, Ma. Mercedes T. Rodrigo

 

The Impact of System Feedback on Learners’ Affective and Physiological States

Payam Aghaei Pour, M. Sazzad Hussain, Omar AlZoubi, Sidney D’Mello, Rafael A. Calvo

 

 

Games and Augmented Reality

 

Investigating the Relationship between Presence and Learning in a Serious Game

H. Chad Lane, Matthew J. Hays, Daniel Auerbach, Mark G. Core

 

Developing Empirically Based Student Personality Profiles for Affective Feedback Models

Jennifer Robison, Scott McQuiggan, James Lester

 

Evaluating the Usability of an Augmented Reality Based Educational Application

Jorge Martín-Gutiérrez, Manuel Contero, Mariano Alcañiz

 

 

Pedagogical Agents, Learning Companions, and Teachable Agents

 

What Do Children Favor as Embodied Pedagogical Agents?

Sylvie Girard, Hilary Johnson

 

Learning by Teaching SimStudent: Technical Accomplishments and an Initial Use with Students

Noboru Matsuda, Victoria Keiser, Rohan Raizada, Arthur Tu, Gabriel Stylianides, William W. Cohen et al.

 

The Effect of Motivational Learning Companions on Low Achieving Students and Students with Disabilities

Beverly Park Woolf, Ivon Arroyo, Kasia Muldner, Winslow Burleson, David G. Cooper, Robert Dolan et al.

 

 

Intelligent Tutoring and Scaffolding

 

Use of a Medical ITS Improves Reporting Performance among Community Pathologists

Rebecca Crowley, Dana Grzybicki, Elizabeth Legowski, Lynn Wagner, Melissa Castine, Olga Medvedeva et al.

 

Hints: Is It Better to Give or Wait to Be Asked?

Leena Razzaq, Neil T. Heffernan

 

Error-Flagging Support for Testing and Its Effect on Adaptation

Amruth N. Kumar

 

 

Metacognition

 

Emotions and Motivation on Performance during Multimedia Learning: How Do I Feel and Why Do I Care?

Amber Chauncey, Roger Azevedo

 

Metacognition and Learning in Spoken Dialogue Computer Tutoring

Kate Forbes-Riley, Diane Litman

 

A Self-regulator for Navigational Learning in Hyperspace

Akihiro Kashihara, Ryoya Kawai

 

 

Pedagogical Strategies 2

 

How Adaptive Is an Expert Human Tutor?

Michelene T. H. Chi, Marguerite Roy

 

Blocked versus Interleaved Practice with Multiple Representations in an Intelligent Tutoring System for Fractions

Martina A. Rau, Vincent Aleven, Nikol Rummel

 

Improving Math Learning through Intelligent Tutoring and Basic Skills Training

Ivon Arroyo, Beverly Park Woolf, James M. Royer, Minghui Tai, Sara English