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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





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





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