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ITS 2016 – RESEARCH AND PAPERS

Automatic Question Generation: From NLU to NLG


Karen Mazidi, Paul Tarau

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

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

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

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

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

Using Electroencephalogram to Track Learner’s Reasoning in Serious Games


Amruth N. Kumar

Embedding Intelligent Tutoring Systems in MOOCs and e-Learning Platforms


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

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

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