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Automatic Question Generation: From NLU to NLG

Karen Mazidi, Paul Tarau

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

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

The Bright and Dark Sides of Gamification

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

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

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

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

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.

Cognitive Tutors Produce Adaptive Online Course: Inaugural Field Trial

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

Stratified Learning for Reducing Training Set Size

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

Concept Maps Similarity Measures for Educational Applications

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

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

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

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

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

Embedding Intelligent Tutoring Systems in MOOCs and e-Learning Platforms

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

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