ITS 2016 – RESEARCH AND PAPERS

Understanding Procedural Knowledge for Solving Arithmetic Task by Externalization

Kazuhisa Miwa, Hitoshi Terai, Kazuya Shibayama

 

Do Erroneous Examples Improve Learning in Addition to Problem Solving and Worked Examples?

Xingliang Chen, Antonija Mitrovic, Moffat Mathews

 

Automatic Question Generation: From NLU to NLG

Karen Mazidi, Paul Tarau

 

Using Eye-Tracking to Determine the Impact of Prior Knowledge on Self-Regulated Learning with an Adaptive Hypermedia-Learning Environment

Michelle Taub, Roger Azevedo

 

Informing Authoring Best Practices Through an Analysis of Pedagogical Content and Student Behavior

Matthew Roy, Rohit Kumar

 

Timing Game-Based Practice in a Reading Comprehension Strategy Tutor

Matthew E. Jacovina, G. Tanner Jackson, Erica L. Snow, Danielle S. McNamara

 

Stealth Assessment in ITS – A Study for Developmental Dyscalculia

Severin Klingler, Tanja Käser, Alberto-Giovanni Busetto, Barbara Solenthaler, Juliane Kohn, Michael von Aster, Markus Gross

 

Mastery-Oriented Shared Student/System Control Over Problem Selection in a Linear Equation Tutor

Yanjin Long, Vincent Aleven

 

Providing the Option to Skip Feedback in a Worked Example Tutor

Amruth N. Kuma

 

Tell Me How to Teach, I’ll Learn How to Solve Problems

Noboru Matsuda, Nikolaos Barbalios, Zhengzheng Zhao, Anya Ramamurthy, Gabriel J. Stylianides, Kenneth R. Koedinger

 

Scale-Driven Automatic Hint Generation for Coding Style

Rohan Roy Choudhury, Hezheng Yin, Armando Fox

 

Estimating Individual Differences for Student Modeling in Intelligent Tutors from Reading and Pretest Data

Michael Eagle, Albert Corbett, John Stamper, Bruce M. McLaren, Angela Wagner, Benjamin MacLaren, Aaron Mitchell

 

Building Pedagogical Models by Formal Concept Analysis

Giuseppe Fenza, Francesco Orciuoli

 

Predicting Learning from Student Affective Response to Tutor Questions

Alexandria K. Vail, Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester

 

Integrating Real-Time Drawing and Writing Diagnostic Models: An Evidence-Centered Design Framework for Multimodal Science Assessment

Andy Smith, Osman Aksit, Wookhee Min, Eric Wiebe, Bradford W. Mott, James C. Lester

 

The Bright and Dark Sides of Gamification

Fernando R. H. Andrade, Riichiro Mizoguchi, Seiji Isotani

 

Behavior Changes Across Time and Between Populations in Open-Ended Learning Environments

Brian Gauc, Gautam Biswas

 

Are Pedagogical Agents’ External Regulation Effective in Fostering Learning with Intelligent Tutoring Systems?

Roger Azevedo, Seth A. Martin, Michelle Taub, Nicholas V. Mudrick, Garrett C. Millar, Joseph F. Grafsgaard

 

Intervention-BKT: Incorporating Instructional Interventions into Bayesian Knowledge Tracing

Chen Lin, Min Chi

 

“i-Read”: A Collaborative Learning Environment to Support Students with Low Reading Abilities

Nizar Omheni, Ahmed Hadj Kacem

 

Integrating Support for Collaboration in a Computer Science Intelligent Tutoring System

Rachel Harsley, Barbara Di Eugenio, Nick Green, Davide Fossati, Sabita Acharya

 

Wheel-Spinning in a Game-Based Learning Environment for Physics

Thelma D. Palaoag, Ma. Mercedes T. Rodrigo, Juan Miguel L. Andres, Juliana Ma. Alexandra L. Andres, Joseph E. Beck

 

Using Multi-level Modeling with Eye-Tracking Data to Predict Metacognitive Monitoring and Self-regulated Learning with Crystal Island

Michelle Taub, Nicholas V. Mudrick, Roger Azevedo, Garrett C. Millar, Jonathan Rowe, James Lester

 

The Mobile Fact and Concept Training System (MoFaCTS)

Philip I. Pavlik Jr., Craig Kelly, Jaclyn K. Maass

 

Coordinating Knowledge Integration with Pedagogical Agents

Yugo Hayashi

 

An Investigation of Conversational Agent Interventions Supporting Historical Reasoning in Primary Education

Stergios Tegos, Stavros Demetriadis, Thrasyvoulos Tsiatsos

 

Impact of Question Difficulty on Engagement and Learning

Jan Papoušek, Vít Stanislav, Radek Pelánek

 

Are There Benefits of Using Multiple Pedagogical Agents to Support and Foster Self-Regulated Learning in an Intelligent Tutoring System?

Seth A. Martin, Roger Azevedo, Michelle Taub, Nicholas V. Mudrick, Garrett C. Millar, Joseph F. Grafsgaard

 

Can Peers Rate Reliably as Experts in Small CSCL Groups?

Ioannis Magnisalis, Stavros Demetriadis, Pantelis M. Papadopoulos

 

Peer Review in Mentorship: Perception of the Helpfulness of Review and Reciprocal Ratings

Oluwabunmi Adewoyin, Roberto Araya, Julita Vassileva

 

Motivational Gamification Strategies Rooted in Self-Determination Theory for Social Adaptive E-Learning

Lei Shi, Alexandra I. Cristea

 

Adaptive Training of the Metacognitive Skill of Knowledge Monitoring in Intelligent Tutoring Systems

Tiago Roberto Kautzmann, Talvany Carlotto, Patrícia A. Jaques

 

Persuading an Open Learner Model in the Context of a University Course: An Exploratory Study

Blandine Ginon, Clelia Boscolo, Matthew D. Johnson, Susan Bull

 

Blinded by Science?: Exploring Affective Meaning in Students’ Own Words

Sarah E. Schultz, Naomi Wixon, Danielle Allessio, Kasia Muldner, Winslow Burleson, Beverly Woolf et al.

 

A Framework for Parameterized Design of Rule Systems Applied to Algebra

Eric Butler, Emina Torlak, Zoran Popović

 

Cognitive Tutors Produce Adaptive Online Course: Inaugural Field Trial

Noboru Matsuda, Martin van Velsen, Nikolaos Barbalios, Shuqiong Lin, Hardik Vasa, Roya Hosseini

 

Optimizing Pattern Weights with a Genetic Algorithm to Improve Automatic Working Memory Capacity Identification

Jason Bernard, Ting-Wen Chang, Elvira Popescu, Sabine Graf

 

Stratified Learning for Reducing Training Set Size

Peter Hastings, Simon Hughes, Dylan Blaum, Patricia Wallace, M. Anne Britt

 

Combining Worked Examples and Problem Solving in a Data-Driven Logic Tutor

Zhongxiu Liu, Behrooz Mostafavi, Tiffany Barnes

 

NDLtutor: An Automated Conversational Agent to Facilitate Metacognitive Skills in Fully-Negotiated OLMs

Raja M. Suleman, Riichiro Mizoguchi, Mitsuru Ikeda

 

Concept Maps Similarity Measures for Educational Applications

Carla Limongelli, Matteo Lombardi, Alessandro Marani, Filippo Sciarrone, Marco Temperini

 

Can Adaptive Pedagogical Agents’ Prompting Strategies Improve Students’ Learning and Self-Regulation?

François Bouchet, Jason M. Harley, Roger Azevedo

 

Automatic Extraction of Prerequisites Among Learning Objects Using Wikipedia-Based Content Analysis

Carlo De Medio, Fabio Gasparetti, Carla Limongelli, Filippo Sciarrone, Marco Temperini

 

Using Electroencephalogram to Track Learner’s Reasoning in Serious Games

Ramla Ghali, Claude Frasson, Sébastien Ouellet

 

Behavior and Learning of Students Using Worked-Out Examples in a Tutoring System

Nick Green, Barbara Di Eugenio, Rachel Harsley, Davide Fossati, Omar AlZoubi

 

The Frequency of Tutor Behaviors: A Case Study

Vincent Aleven, Jonathan Sewall

 

Towards an Effective Affective Tutoring Agent in Specialized Education

Aydée Liza Mondragon, Roger Nkambou, Pierre Poirier

 

Embedding Intelligent Tutoring Systems in MOOCs and e-Learning Platforms

Vincent Aleven, Jonathan Sewall, Octav Popescu, Michael Ringenberg, Martin van Velsen, Sandra Demi

 

Using Cloze Procedure Questions in Worked Examples in a Programming Tutor

Amruth N. Kumar

 

The Effect of Friendship and Tutoring Roles on Reciprocal Peer Tutoring Strategies

Michael A. Madaio, Amy Ogan, Justine Cassell

 

CRISTAL: Adapting Workplace Training to the Real World Context with an Intelligent Simulator for Radiology Trainees

Hope Lee, Amali Weerasinghe, Jayden Barnes, Luke Oakden-Rayner, William Gale, Gustavo Carneiro