Affect: Emotions

 

Implicit Strategies for Intelligent Tutoring Systems

Imène Jraidi, Pierre Chalfoun, Claude Frasson

 

Rudeness and Rapport: Insults and Learning Gains in Peer Tutoring

Amy Ogan, Samantha Finkelstein, Erin Walker, Ryan Carlson, Justine Cassell

 

On Pedagogical Effects of Learner-Support Agents in Collaborative Interaction

Yugo Hayashi

 

Exploration of Affect Detection Using Semantic Cues in Virtual Improvisation

Li Zhang

 

Measuring Learners’ Co-Occurring Emotional Responses during Their Interaction with a Pedagogical Agent in MetaTutor

Jason M. Harley, François Bouchet, Roger Azevedo

 

Visualization of Student Activity Patterns within Intelligent Tutoring Systems

David Hilton Shanabrook, Ivon Arroyo, Beverly Park Woolf, Winslow Burleson

 

Toward a Machine Learning Framework for Understanding Affective Tutorial Interaction

Joseph F. Grafsgaard, Kristy Elizabeth Boyer, James C. Lester

 

Exploring Relationships between Learners’ Affective States, Metacognitive Processes, and Learning Outcomes

Amber Chauncey Strain, Roger Azevedo, Sidney D’Mello

 

Mental Workload, Engagement and Emotions: An Exploratory Study for Intelligent Tutoring Systems

Maher Chaouachi, Claude Frasson

 

Real-Time Monitoring of ECG and GSR Signals during Computer-Based Training

Keith W. Brawner, Benjamin S. Goldberg

 

 

Affect: Signals

 

Categorical vs. Dimensional Representations in Multimodal Affect Detection during Learning

Md. Sazzad Hussain, Hamed Monkaresi, Rafael A. Calvo

 

Cognitive Priming: Assessing the Use of Non-conscious Perception to Enhance Learner’s Reasoning Ability

Pierre Chalfoun, Claude Frasson

 

 

Games: Motivation and Design

 

Math Learning Environment with Game-Like Elements: An Incremental Approach for Enhancing Student Engagement and Learning Effectiveness

Dovan Rai, Joseph E. Beck

 

Motivational Factors for Learning by Teaching

Noboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada, Gabriel Stylianides, Kenneth R. Koedinger

 

An Analysis of Attention to Student – Adaptive Hints in an Educational Game

Mary Muir, Cristina Conati

 

Serious Game and Students’ Learning Motivation: Effect of Context Using Prog&Play

Mathieu Muratet, Elisabeth Delozanne, Patrice Torguet, Fabienne Viallet

 

Exploring the Effects of Prior Video-Game Experience on Learner’s Motivation during Interactions with HeapMotiv

Lotfi Derbali, Claude Frasson

 

A Design Pattern Library for Mutual Understanding and Cooperation in Serious Game Design

Bertrand Marne, John Wisdom, Benjamin Huynh-Kim-Bang, Jean-Marc Labat

 

 

Games: Empirical Studies

 

Predicting Student Self-regulation Strategies in Game-Based Learning Environments

Jennifer Sabourin, Lucy R. Shores, Bradford W. Mott, James C. Lester

 

 

Games: Empirical Studies

 

Toward Automatic Verification of Multiagent Systems for Training Simulations

Ning Wang, David V. Pynadath, Stacy C. Marsella

 

Using State Transition Networks to Analyze Multi-party Conversations in a Serious Game

Brent Morgan, Fazel Keshtkar, Ying Duan, Padraig Nash, Arthur Graesser

 

How to Evaluate Competencies in Game-Based Learning Systems Automatically?

Pradeepa Thomas, Jean-Marc Labat, Mathieu Muratet, Amel Yessad

 

 

Content Representation: Empirical Studies

 

Sense Making Alone Doesn’t Do It: Fluency Matters Too! ITS Support for Robust Learning with Multiple Representations

Martina A. Rau, Vincent Aleven, Nikol Rummel, Stacie Rohrbach

 

Problem Order Implications for Learning Transfer

Nan Li, William W. Cohen, Kenneth R. Koedinger

 

Knowledge Component Suggestion for Untagged Content in an Intelligent Tutoring System

Mario Karlovčec, Mariheida Córdova-Sánchez, Zachary A. Pardos

 

 

Feedback: Empirical Studies

 

Automating Next-Step Hints Generation Using ASTUS

Luc Paquette, Jean-François Lebeau, Gabriel Beaulieu, André Mayers

 

The Effectiveness of Pedagogical Agents’ Prompting and Feedback in Facilitating Co-adapted Learning with MetaTutor

Roger Azevedo, Ronald S. Landis, Reza Feyzi-Behnagh, Melissa Duffy, Gregory Trevors, Jason M. Harley et al.

 

Noticing Relevant Feedback Improves Learning in an Intelligent Tutoring System for Peer Tutoring

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

 

 

ITS in Special Domains

 

Multi-paradigm Generation of Tutoring Feedback in Robotic Arm Manipulation Training

Philippe Fournier-Viger, Roger Nkambou, André Mayers, Engelbert Mephu-Nguifo, Usef Faghihi

 

User-Centered Design of a Teachable Robot

Erin Walker, Winslow Burleson

 

An Intelligent Tutoring and Interactive Simulation Environment for Physics Learning

Lakshman S. Myneni, N. Hari Narayanan

 

Guru: A Computer Tutor That Models Expert Human Tutors

Andrew M. Olney, Sidney D’Mello, Natalie Person, Whitney Cade, Patrick Hays, Claire Williams et al.

 

Developing an Embodied Pedagogical Agent with and for Young People with Autism Spectrum Disorder

Beate Grawemeyer, Hilary Johnson, Mark Brosnan, Emma Ashwin, Laura Benton

 

 

Non Conventional Approaches

 

WEBsistments: Enabling an Intelligent Tutoring System to Excel at Explaining Rather Than Coaching

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

 

Automated Approaches for Detecting Integration in Student Essays

Simon Hughes, Peter Hastings, Joseph Magliano, Susan Goldman, Kimberly Lawless

 

On the WEIRD Nature of ITS/AIED Conferences

Emmanuel G. Blanchard

 

Goal-Oriented Conceptualization of Procedural Knowledge

Martin Možina, Matej Guid, Aleksander Sadikov, Vida Groznik, Ivan Bratko

 

 

Content Representation: Conceptual

 

Context-Dependent Help for Novices Acquiring Conceptual Systems Knowledge in DynaLearn

Wouter Beek, Bert Bredeweg

 

Towards an Ontology-Based System to Improve Usability in Collaborative Learning Environments

Endhe Elias, Dalgoberto Miquilino, Ig Ibert Bittencourt, Thyago Tenório, Rafael Ferreira, Alan Silva et al.

 

Program Representation for Automatic Hint Generation for a Data-Driven Novice Programming Tutor

Wei Jin, Tiffany Barnes, John Stamper, Michael John Eagle, Matthew W. Johnson, Lorrie Lehmann

 

 

Assessment: Constraints

 

Exploring Quality of Constraints for Assessment in Problem Solving Environments

Jaime Galvez Cordero, Eduardo Guzman De Los Riscos, Ricardo Conejo Muñoz

 

Can Soft Computing Techniques Enhance the Error Diagnosis Accuracy for Intelligent Tutors?

Nguyen-Thinh Le, Niels Pinkwart

 

 

Dialogue: Conceptual

 

Identification and Classification of the Most Important Moments from Students’ Collaborative Discourses

Costin-Gabriel Chiru, Stefan Trausan-Matu

 

When Less Is More: Focused Pruning of Knowledge Bases to Improve Recognition of Student Conversation

Mark Floryan, Toby Dragon, Beverly Park Woolf

 

Coordinating Multi-dimensional Support in Collaborative Conversational Agents

David Adamson, Carolyn Penstein Rosé

 

Textual Complexity and Discourse Structure in Computer-Supported Collaborative Learning

Stefan Trausan-Matu, Mihai Dascalu, Philippe Dessus

 

 

Dialogue: Questions

 

Using Information Extraction to Generate Trigger Questions for Academic Writing Support

Ming Liu, Rafael A. Calvo

 

Learning to Tutor Like a Tutor: Ranking Questions in Context

Lee Becker, Martha Palmer, Sarel van Vuuren, Wayne Ward

 

 

Learner Modeling

 

Analysis of a Simple Model of Problem Solving Times

Petr Jarušek, Radek Pelánek

 

Modelling and Optimizing the Process of Learning Mathematics

Tanja Käser, Alberto Giovanni Busetto, Gian-Marco Baschera, Juliane Kohn, Karin Kucian, Michael von Aster et al.

 

The Student Skill Model

Yutao Wang, Neil T. Heffernan

 

Clustered Knowledge Tracing

Zachary A. Pardos, Shubhendu Trivedi, Neil T. Heffernan, Gábor N. Sárközy

 

Preferred Features of Open Learner Models for University Students

Susan Bull

 

Do Your Eyes Give It Away? Using Eye Tracking Data to Understand Students’ Attitudes towards Open Student Model Representations

Moffat Mathews, Antonija Mitrovic, Bin Lin, Jay Holland, Neville Churcher

 

Fuzzy Logic Representation for Student Modelling

Gagan Goel, Sébastien Lallé, Vanda Luengo

 

 

Learning Detection

 

Content Learning Analysis Using the Moment-by-Moment Learning Detector

Sujith M. Gowda, Zachary A. Pardos, Ryan S. J. D. Baker

 

Towards Automatically Detecting Whether Student Learning Is Shallow

Ryan S. J. D. Baker, Sujith M. Gowda, Albert T. Corbett, Jaclyn Ocumpaugh

 

Item to Skills Mapping: Deriving a Conjunctive Q-matrix from Data

Michel C. Desmarais, Behzad Beheshti, Rhouma Naceur

 

 

Interaction Strategies: Games

 

The Role of Sub-problems: Supporting Problem Solving in Narrative-Centered Learning Environments

Lucy R. Shores, Kristin F. Hoffmann, John L. Nietfeld, James C. Lester

 

 

Interaction Strategies: Games

 

Exploring Inquiry-Based Problem-Solving Strategies in Game-Based Learning Environments

Jennifer Sabourin, Jonathan Rowe, Bradford W. Mott, James C. Lester

 

Real-Time Narrative-Centered Tutorial Planning for Story-Based Learning

Seung Y. Lee, Bradford W. Mott, James C. Lester

 

 

Interaction Strategies: Empirical Studies

 

An Interactive Teacher’s Dashboard for Monitoring Groups in a Multi-tabletop Learning Environment

Roberto Martinez Maldonado, Judy Kay, Kalina Yacef, Beat Schwendimann

 

Efficient Cross-Domain Learning of Complex Skills

Nan Li, William W. Cohen, Kenneth R. Koedinger

 

Exploring Two Strategies for Teaching Procedures

Antonija Mitrovic, Moffat Mathews, Jay Holland

 

Relating Student Performance to Action Outcomes and Context in a Choice-Rich Learning Environment

James R. Segedy, John S. Kinnebrew, Gautam Biswas

 

Using the MetaHistoReasoning Tool Training Module to Facilitate the Acquisition of Domain-Specific Metacognitive Strategies

Eric Poitras, Susanne Lajoie, Yuan-Jin Hong

 

An Indicator-Based Approach to Promote the Effectiveness of Teachers’ Interventions

Aina Lekira, Christophe Després, Pierre Jacoboni, Dominique Py

 

Limiting the Number of Revisions while Providing Error-Flagging Support during Tests

Amruth N. Kumar

 

 

Dialogue: Empirical Studies

 

Towards Academically Productive Talk Supported by Conversational Agents

Gregory Dyke, David Adamson, Iris Howley, Carolyn Penstein Ros

 

Automatic Evaluation of Learner Self-Explanations and Erroneous Responses for Dialogue-Based ITSs

Blair Lehman, Caitlin Mills, Sidney D’Mello, Arthur Graesser

 

Group Composition and Intelligent Dialogue Tutors for Impacting Students’ Academic Self-efficacy

Iris Howley, David Adamson, Gregory Dyke, Elijah Mayfield, Jack Beuth, Carolyn Penstein Rosé

 

How Do They Do It? Investigating Dialogue Moves within Dialogue Modes in Expert Human Tutoring

Blair Lehman, Sidney D’Mello, Whitney Cade, Natalie Person

 

Building a Conversational SimStudent

Ryan Carlson, Victoria Keiser, Noboru Matsuda, Kenneth R. Koedinger, Carolyn Penstein Rosé

 

Predicting Learner’s Project Performance with Dialogue Features in Online Q&A Discussions

Jaebong Yoo, Jihie Kim

 

 

Young Researchers Track 

 

Interventions to Regulate Confusion during Learning

Blair Lehman, Sidney D’Mello, Arthur Graesser

 

Using Examples in Intelligent Tutoring Systems

Amir Shareghi Najar, Antonija Mitrovic

 

Semi-Supervised Classification of Realtime Physiological Sensor Datastreams for Student Affect Assessment in Intelligent Tutoring

Keith W. Brawner, Robert Sottilare, Avelino Gonzalez

 

Detection of Cognitive Strategies in Reading Comprehension Tasks

Terry Peckham

 

The Effects of Adaptive Sequencing Algorithms on Player Engagement within an Online Game

Derek Lomas, John Stamper, Ryan Muller, Kishan Patel, Kenneth R. Koedinger