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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


Automatic Question Generation: From NLU to NLG

Karen Mazidi, Paul Tarau


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


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


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


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


Embedding Intelligent Tutoring Systems in MOOCs and e-Learning Platforms

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


Using Cloze Procedure Questions in Worked Examples in a Programming Tutor

Amruth N. Kumar


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