ITS 2012 – RESEARCH AND PAPERS
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
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
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
Pierre Chalfoun, Claude Frasson
Games: Motivation and Design
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
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
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
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
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.
Yutao Wang, Neil T. Heffernan
Zachary A. Pardos, Shubhendu Trivedi, Neil T. Heffernan, Gábor N. Sárközy
Preferred Features of Open Learner Models for University Students
Susan Bull
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
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
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