AFFECT: EMOTIONS

Exploration of Affect Detection Using Semantic Cues in Virtual Improvisation


Li Zhang

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

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

ASSESSMENT: CONSTRAINTS

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

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

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