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ORCID15. AIED 2011: Auckland, New Zealand
- Gautam Biswas, Susan Bull
, Judy Kay, Antonija Mitrovic:
Artificial Intelligence in Education - 15th International Conference, AIED 2011, Auckland, New Zealand, June 28 - July 2011. Lecture Notes in Computer Science 6738, Springer 2011, ISBN 978-3-642-21868-2
Invited Talks
- Janet Metcalfe:
Metacognitively Guided Study in the Region of Proximal Learning. 1-2 - Stellan Ohlsson:
Multiple Mechanisms for Deep Learning: Overcoming Diminishing Returns in Instructional Systems. 3-4 - John Sweller:
Cognitive Load Theory and E-Learning. 5-6
Full Papers
- Alyssa Alcorn, Helen Pain, Gnanathusharan Rajendran, Tim J. Smith, Oliver Lemon, Kaska Porayska-Pomsta, Mary Ellen Foster, Katerina Avramides, Christopher Frauenberger, Sara Bernardini:
Social Communication between Virtual Characters and Children with Autism. 7-14 - Ari Bader-Natal, Thomas Lotze, Daniel Furr:
A Comparison of the Effects of Nine Activities within a Self-directed Learning Environment on Skill-Grained Learning. 15-22 - Ryan Shaun Joazeiro de Baker, Sujith M. Gowda, Albert T. Corbett:
Towards Predicting Future Transfer of Learning. 23-30 - Gian-Marco Baschera, Alberto Giovanni Busetto, Severin Klingler, Joachim M. Buhmann, Markus H. Gross:
Modeling Engagement Dynamics in Spelling Learning. 31-38 - Lotfi Derbali, Pierre Chalfoun, Claude Frasson:
Assessment of Learners' Attention While Overcoming Errors and Obstacles: An Empirical Study. 39-46 - Shrenik Devasani, Gregory Aist, Stephen Bruce Blessing, Stephen B. Gilbert:
Lattice-Based Approach to Building Templates for Natural Language Understanding in Intelligent Tutoring Systems. 47-54 - Benedict du Boulay:
Motivational Processes. 55-62 - Matthew W. Easterday, Vincent Aleven, Richard Scheines, Sharon M. Carver:
Using Tutors to Improve Educational Games. 63-71 - Usef Faghihi, Philippe Fournier-Viger, Roger Nkambou:
A Cognitive Tutoring Agent with Episodic and Causal Learning Capabilities. 72-80 - Katherine Forbes-Riley, Diane J. Litman:
When Does Disengagement Correlate with Learning in Spoken Dialog Computer Tutoring? 81-89 - Ilya M. Goldin, Kevin D. Ashley:
Peering Inside Peer Review with Bayesian Models. 90-97 - Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Robert Phillips, James C. Lester:
Modeling Confusion: Facial Expression, Task, and Discourse in Task-Oriented Tutorial Dialogue. 98-105 - Agneta Gulz, Magnus Haake, Annika Silvervarg:
Extending a Teachable Agent with a Social Conversation Module - Effects on Student Experiences and Learning. 106-114 - Peter M. Hastings, Simon Hughes, Joseph Magliano, Susan Goldman, Kimberly A. Lawless:
Text Categorization for Assessing Multiple Documents Integration, or John Henry Visits a Data Mine. 115-122 - Tsukasa Hirashima, Megumi Kurayama:
Learning by Problem-Posing for Reverse-Thinking Problems. 123-130 - M. Sazzad Hussain, Omar AlZoubi, Rafael A. Calvo, Sidney K. D'Mello:
Affect Detection from Multichannel Physiology during Learning Sessions with AutoTutor. 131-138 - G. Tanner Jackson, Kyle B. Dempsey, Danielle S. McNamara:
Short and Long Term Benefits of Enjoyment and Learning within a Serious Game. 139-146 - Amruth N. Kumar:
Error-Flagging Support and Higher Test Scores. 147-154 - H. Chad Lane, Dan Noren, Daniel Auerbach, Mike Birch, William R. Swartout:
Intelligent Tutoring Goes to the Museum in the Big City: A Pedagogical Agent for Informal Science Education. 155-162 - Seung Y. Lee, Bradford W. Mott, James C. Lester:
Modeling Narrative-Centered Tutorial Decision Making in Guided Discovery Learning. 163-170 - Blair Lehman, Sidney K. D'Mello, Amber Chauncey Strain, Melissa R. Gross, Allyson Dobbins, Patricia S. Wallace, Keith K. Millis, Arthur C. Graesser:
Inducing and Tracking Confusion with Contradictions during Critical Thinking and Scientific Reasoning. 171-178 - Yanjin Long, Vincent Aleven:
Students' Understanding of Their Student Model. 179-186 - Jun Ma, Jeon-Hyung Kang, Erin Shaw, Jihie Kim:
Workflow-Based Assessment of Student Online Activities with Topic and Dialogue Role Classification. 187-195 - Roberto Martínez Maldonado, James R. Wallace, Judy Kay, Kalina Yacef:
Modelling and Identifying Collaborative Situations in a Collocated Multi-display Groupware Setting. 196-204 - Maite Martín, Ainhoa Alvarez, Isabel Fernández-Castro, Maite Urretavizcaya:
Adapted Feedback Supported by Interactions of Blended-Learning Actors: A Proposal. 205-212 - Noboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada, Gabriel Stylianides, William W. Cohen, Kenneth R. Koedinger:
Learning by Teaching SimStudent - An Initial Classroom Baseline Study Comparing with Cognitive Tutor. 213-221 - Bruce M. McLaren, Seiji Isotani:
When Is It Best to Learn with All Worked Examples? 222-229 - Jack Mostow, Kai-min Chang, Jessica Nelson:
Toward Exploiting EEG Input in a Reading Tutor. 230-237 - Amy Ogan, Vincent Aleven, Christopher Jones, Julia Kim:
Persistent Effects of Social Instructional Dialog in a Virtual Learning Environment. 238-246 - Lena Pareto, Tobias Arvemo, Ylva Dahl, Magnus Haake, Agneta Gulz:
A Teachable-Agent Arithmetic Game's Effects on Mathematics Understanding, Attitude and Self-efficacy. 247-255 - Philip I. Pavlik, Michael Yudelson, Kenneth R. Koedinger:
Using Contextual Factors Analysis to Explain Transfer of Least Common Multiple Skills. 256-263 - Marieke Peeters, Karel van den Bosch, John-Jules Ch. Meyer, Mark A. Neerincx:
Scenario-Based Training: Director's Cut. 264-271 - Qifeng Qiao, Peter A. Beling:
Classroom Video Assessment and Retrieval via Multiple Instance Learning. 272-279 - Anna N. Rafferty, Emma Brunskill, Thomas L. Griffiths, Patrick Shafto:
Faster Teaching by POMDP Planning. 280-287 - Ido Roll, Vincent Aleven, Bruce M. McLaren, Kenneth R. Koedinger:
Metacognitive Practice Makes Perfect: Improving Students' Self-Assessment Skills with an Intelligent Tutoring System. 288-295 - Kevin Dela Rosa, Maxine Eskénazi:
Self-assessment of Motivation: Explicit and Implicit Indicators in L2 Vocabulary Learning. 296-303 - Maria Ofelia Clarissa Z. San Pedro, Ryan Shaun Joazeiro de Baker, Ma. Mercedes T. Rodrigo:
Detecting Carelessness through Contextual Estimation of Slip Probabilities among Students Using an Intelligent Tutor for Mathematics. 304-311 - Mike Sharples, Trevor D. Collins, Markus Feißt, Mark Gaved, Paul Mulholland, Mark Paxton, Michael Wright:
A "Laboratory of Knowledge-Making" for Personal Inquiry Learning. 312-319 - Lucy R. Shores, Jonathan P. Rowe, James C. Lester:
Early Prediction of Cognitive Tool Use in Narrative-Centered Learning Environments. 320-327 - Ravi Singh, Muhammad Saleem, Prabodha Pradhan, Cristina Heffernan, Neil T. Heffernan, Leena M. Razzaq, Matthew D. Dailey, Cristine O'Connor, Courtney Mulcahy:
Feedback during Web-Based Homework: The Role of Hints. 328-336 - Björn Sjödén, Betty Tärning, Lena Pareto, Agneta Gulz:
Transferring Teaching to Testing - An Unexplored Aspect of Teachable Agents. 337-344 - John C. Stamper, Michael Eagle, Tiffany Barnes, Marvin J. Croy:
Experimental Evaluation of Automatic Hint Generation for a Logic Tutor. 345-352 - John C. Stamper, Kenneth R. Koedinger:
Human-Machine Student Model Discovery and Improvement Using DataShop. 353-360 - Natalie B. Steinhauser, Gwendolyn E. Campbell, Leanne S. Taylor, Simon Caine, Charlie Scott, Myroslava O. Dzikovska, Johanna D. Moore:
Talk Like an Electrician: Student Dialogue Mimicking Behavior in an Intelligent Tutoring System. 361-368 - James M. Thomas, R. Michael Young:
Dynamic Guidance for Task-Based Exploratory Learning. 369-376 - Shubhendu Trivedi, Zachary A. Pardos, Neil T. Heffernan:
Clustering Students to Generate an Ensemble to Improve Standard Test Score Predictions. 377-384 - Erin Walker, Nikol Rummel, Kenneth R. Koedinger:
Using Automated Dialog Analysis to Assess Peer Tutoring and Trigger Effective Support. 385-393 - Amali Weerasinghe, Antonija Mitrovic, David Thomson, Pavle Mogin, Brent Martin:
Evaluating a General Model of Adaptive Tutorial Dialogues. 394-402 - Longkai Wu, Chee-Kit Looi:
A Reflective Tutoring Framework Using Question Prompts for Scaffolding of Reflection. 403-410
Posters
- Amir Abdessemed, André Mayers:
A Simple Method of Representing Reusable Strategic Knowledge for MT Tutoring. 411-413 - Sohaib Ahmed, David Parsons:
COMET: Context Ontology for Mobile Education Technology. 414-416 - Satabdi Basu, Gautam Biswas, Pratim Sengupta:
Scaffolding to Support Learning of Ecology in Simulation Environments. 417-419 - Wouter Beek, Bert Bredeweg, Sander Latour:
Context-Dependent Help for the DynaLearn Modelling and Simulation Workbench. 420-422 - Stephen Bruce Blessing, Shrenik Devasani, Stephen B. Gilbert:
Evaluation of WebxPST: A Browser-Based Authoring Tool for Problem-Specific Tutors. 423-425 - Dana May Bustos, Geoffrey Loren Chua, Richard Thomas Cruz, Jose Miguel Santos, Merlin Teodosia C. Suarez:
Gesture-Based Affect Modeling for Intelligent Tutoring Systems. 426-428 - Ana C. A. de Campos, Fabio N. Akhras:
Turn on the TV to turn off the TV: An Application of Adaptive Learning Television to Discuss the Television. 429-431 - Amanda Carr, Rosemary Luckin, Katerina Avramides, Nicola Yuill:
Scaffolding Metacognitive Processes in the Ecolab: Help-Seeking and Achievement Goal Orientation. 432-434 - Scotty D. Craig, Celia Anderson, Anna E. Bargagliotti, Arthur C. Graesser, Theresa Okwumabua, Allan Sterbinsky, Xiangen Hu:
Learning with ALEKS: The Impact of Students' Attendance in a Mathematics After-School Program. 435-437 - Scott A. Crossley, Rod D. Roscoe, Danielle S. McNamara:
Predicting Human Scores of Essay Quality Using Computational Indices of Linguistic and Textual Features. 438-440 - Carrie Demmans Epp, Gordon I. McCalla:
ProTutor: Historic Open Learner Models for Pronunciation Tutoring. 441-443 - Matt Dennis, Judith Masthoff, Helen Pain, Chris Mellish:
Does Self-Efficacy Matter When Generating Feedback? 444-446 - Lotfi Derbali, Claude Frasson:
Physiological Evaluation of Attention Getting Strategies during Serious Game Play. 447-449 - Nia Dowell, Sidney K. D'Mello, Caitlin Mills, Arthur C. Graesser:
Does Topic Matter? Topic Influences on Linguistic and Rubric-Based Evaluation of Writing. 450-452 - Laurens Feenstra, Vincent Aleven, Nikol Rummel, Martina A. Rau, Niels Taatgen:
Thinking with Your Hands: Interactive Graphical Representations in a Tutor for Fractions Learning. 453-455 - Chitrabharathi Ganapathy, Jeon-Hyung Kang, Erin Shaw, Jihie Kim:
Classification Techniques for Assessing Student Collaboration in Shared Wiki Spaces. 456-458 - Yusuke Hayashi, Seiji Isotani, Jacqueline Bourdeau, Riichiro Mizoguchi:
A Common Model of Didactic and Collaborative Learning for Theory-Aware Authoring Support. 459-461 - Arnon Hershkovitz, Michael Wixon, Ryan Shaun Joazeiro de Baker, Janice D. Gobert, Michael Sao Pedro:
Carelessness and Goal Orientation in a Science Microworld. 462-465 - Tsukasa Hirashima, Kazuya Yamasaki, Hiroyuki Fukuda, Hideo Funaoi:
Kit-Build Concept Map for Automatic Diagnosis. 466-468 - Jay Holland, Nilufar Baghaei, Moffat Mathews, Antonija Mitrovic:
The Effects of Domain and Collaboration Feedback on Learning in a Collaborative Intelligent Tutoring System. 469-471 - M. Sazzad Hussain, Rafael A. Calvo:
Multimodal Affect Detection from Physiological and Facial Features during ITS Interaction. 472-474 - G. Tanner Jackson, Natalie L. Davis, Danielle S. McNamara:
Students' Enjoyment of a Game-Based Tutoring System. 475-477 - Matthew D. Johnson, Susan Bull:
Optional Finer Granularity in an Open Learner Model. 478-480 - Toshinobu Kasai, Kazuo Nagano, Riichiro Mizoguchi:
Contextualized Reflective Support in Designing Instruction Based on Both Theory and Practice. 481-483 - Michiko Kayashima, Alejandro Peña Ayala, Riichiro Mizoguchi:
Problem-Solution Process by Means of a Hierarchical Metacognitive Model. 484-486 - Jihie Kim, Yu-Han Chang, Sen Cai, Saurabh Dhupar:
Modeling Mentoring Dialogue within a Teacher Social Networking Site. 487-490 - Sunghwan Mac Kim, Rafael A. Calvo:
Sentiment-Oriented Summarisation of Peer Reviews. 491-493 - Per Ola Kristensson:
Design Dimensions of Intelligent Text Entry Tutors. 494-496 - Anuj Kumar, Pooja Reddy, Matthew Kam:
SMART: Speech-enabled Mobile Assisted Reading Technology for Word Comprehension. 497-499 - Nguyen-Thinh Le, Niels Pinkwart:
Enhancing the Error Diagnosis Capability for Constraint-Based Tutoring Systems. 500-503 - Ming Liu, Rafael A. Calvo:
Question Taxonomy and Implications for Automatic Question Generation. 504-506 - Chee-Kit Looi, Longkai Wu, Beaumie Kim, Chunyan Miao:
Agent-Mediated Immersion in Virtual World: The Implications for Science Learning. 507-509 - Maria Mendiburo, Gautam Biswas:
Virtual Manipulatives in a Computer-Based Learning Environment: How Experimental Data Informs the Design of Future Systems. 510-512 - Brent Morgan, Candice Burkett, Elizabeth Bagley, Arthur C. Graesser:
Typed versus Spoken Conversations in a Multi-party Epistemic Game. 513-515 - William R. Murray:
Statistical Relational Learning in Student Modeling for Intelligent Tutoring Systems. 516-518 - Richard Noble, Bert Bredeweg:
Use of the DynaLearn Learning Environment by Naïve Student Modelers: Implications for Automated Support. 519-521 - Mourad Ouziri, Salima Benbernou:
Learning on Semantic Social Networks: A Distributed Description Logic-Based Approach. 522-524 - Luc Paquette, Jean-François Lebeau, Jean Pierre Mbungira, André Mayers:
Generating Task-Specific Next-Step Hints Using Domain-Independent Structures. 525-527 - Dovan Rai, Joseph E. Beck:
Causal Modeling of User Data from a Math Learning Environment with Game-Like Elements. 528-530 - Peter Reimann, Susan Bull:
Facilitating Communication with Open Learner Models: A Semiotic Engineering Perspective. 531-533 - Jennifer Sabourin, Jonathan P. Rowe, Bradford W. Mott, James C. Lester:
When Off-Task is On-Task: The Affective Role of Off-Task Behavior in Narrative-Centered Learning Environments. 534-536 - Paulo Salles, Mônica M. R. Pereira, Gisele M. Feltrini, Lilian Pires, Heloisa Lima-Salles:
Evaluating the Use of Qualitative Reasoning Models in Scientific Education of Deaf Students. 537-540 - Olga C. Santos, Jesus Boticario:
TORMES Methodology to Elicit Educational Oriented Recommendations . 541-543 - Oliver Scheuer, Bruce M. McLaren, Maralee Harrell, Armin Weinberger:
Will Structuring the Collaboration of Students Improve Their Argumentation? 544-546 - James Segedy, John S. Kinnebrew, Gautam Biswas:
Investigating the Relationship between Dialogue Responsiveness and Learning in a Teachable Agent Environment. 547-549 - Soo Won Seo, Jeon-Hyung Kang, Joanna Drummond, Jihie Kim:
Using Graphical Models to Classify Dialogue Transition in Online Q&A Discussions. 550-553 - Kazuhisa Seta, Hiroshi Maeno, Motohide Umano, Mitsuru Ikeda:
An Integrated Framework as a Foundation to Develop Meta-learning Support Systems. 554-556 - John C. Stamper, Kenneth R. Koedinger, Ryan Shaun Joazeiro de Baker, Alida Skogsholm, Brett Leber, Sandy Demi, Shawnwen Yu, Duncan Spencer:
Managing the Educational Dataset Lifecycle with DataShop. 557-559 - Eliane Stampfer, Yanjin Long, Vincent Aleven, Kenneth R. Koedinger:
Eliciting Intelligent Novice Behaviors with Grounded Feedback in a Fraction Addition Tutor. 560-562 - Christina M. Steiner, Dietrich Albert:
Competence-Based Knowledge Space Theory as a Framework for Intelligent Metacognitive Scaffolding. 563-565 - Amber Chauncey Strain, Sidney K. D'Mello:
Emotion Regulation during Learning. 566-568 - Georgios Theocharous, Nicholas J. Butko, Matthai Philipose:
Towards a Physical and Personal Math Coin Tutoring System. 569-571 - Maaike Waalkens, Vincent Aleven, Niels Taatgen:
Does Supporting Multiple Student Strategies in Intelligent Tutoring Systems Lead to Better Learning? 572-574 - Erin Walker, Amy Ogan, Ryan Shaun Joazeiro de Baker, Adriana M. J. B. de Carvalho, Tania Laurentino, Genaro Rebolledo-Mendez, Maynor Jimenez Castro:
Observations of Collaboration in Cognitive Tutor Use in Latin America. 575-577 - Arthur Ward, Diane J. Litman:
Cohesion / Knowledge Interactions in Post-tutoring Reflective Text. 578-581 - Stefan Weinbrenner, Jan Engler, Heinz Ulrich Hoppe:
Ontology-Supported Scaffolding of Concept Maps. 582-584 - Michael Wißner, Wouter Beek, Esther Lozano, Gregor Mehlmann, Floris Linnebank, Jochem Liem, Markus Häring, René Bühling, Jorge Gracia, Bert Bredeweg, Elisabeth André:
Character Roles and Interaction in the DynaLearn Intelligent Learning Environment. 585-587 - Ruth Wylie, Melissa Sheng, Teruko Mitamura, Kenneth R. Koedinger:
Effects of Adaptive Prompted Self-explanation on Robust Learning of Second Language Grammar. 588-590 - Iraide Zipitria, Jon A. Elorriaga, Ana Arruarte Lasa:
Corpus-Based Performance Analysis for Automatically Grading Use of Language in Essays. 591-593 - Andreas Zitek, Michaela Poppe, Michael Stelzhammer, Susanne Muhar, Bert Bredeweg:
Evaluating the Effects of a New Qualitative Simulation Software (DynaLearn) on Learning Behavior, Factual and Causal Understanding. 594-596
Young Researcher's Track
- Matt Dennis:
Encouraging Students to Study More: Adapting Feedback to Personality and Affective State. 597-599 - Alison Hull, Benedict du Boulay:
Motivational and Metacognitive Feedback: Linking the Past to the Present. 600-602 - Matthew W. Johnson:
Defining Solution Boundaries for EDM Vis. 603-605 - Behrooz Mostafavi:
Automatic Generation of Deductive Logic Proof Problems. 606-608 - Eric G. Poitras, Susanne P. Lajoie, Jeffrey Nokes, Yuan-Jin Hong:
The MetaHistoReasoning Tool: Fostering Domain-Specific Metacognitive Processes While Learning through Historical Inquiry. 609-611 - Ramkumar Rajendran:
Automatic Identification of Affective States Using Student Log Data in ITS. 612-615 - Amber Chauncey Strain, Sidney K. D'Mello, Arthur C. Graesser:
Training Emotion Regulation Strategies During Computerized Learning: A Method for Improving Learner Self-Regulation. 616-618
Interactive Events
- H. Chad Lane, Brent Martin:
Interactive Events Summary. 619 - Wouter Beek, Jochem Liem, Floris Linnebank, René Bühling, Michael Wißner, Esther Lozano, Jorge Gracia, Bert Bredeweg:
Knowledgeable Feedback via a Cast of Virtual Characters with Different Competences. 620 - Myroslava O. Dzikovska, Amy Isard, Peter Bell, Johanna D. Moore, Natalie B. Steinhauser, Gwendolyn E. Campbell, Leanne S. Taylor, Simon Caine, Charlie Scott:
Adaptive Intelligent Tutorial Dialogue in the BEETLE II System. 621