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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


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



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


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



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


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



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


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