Intelligent Tutoring Systems

1. Front Matter

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2. Affect 2

   1. The Intricate Dance between Cognition and Emotion during Expert Tutoring

      • Blair Lehman, Sidney D’Mello, Natalie Person

      Pages 1-10

   2. Subliminally Enhancing Self-esteem: Impact on Learner Performance and Affective State

      • Imène Jraidi, Claude Frasson

      Pages 11-20

   3. Detecting Learner Frustration: Towards Mainstream Use Cases

      • Judi McCuaig, Mike Pearlstein, Andrew Judd

      Pages 21-30

3. Educational Data Mining 2

   1. Enhancing the Automatic Generation of Hints with Expert Seeding

      • John Stamper, Tiffany Barnes, Marvin Croy

      Pages 31-40

   2. Learning What Works in ITS from Non-traditional Randomized Controlled Trial Data

      • Zachary A. Pardos, Matthew D. Dailey, Neil T. Heffernan

      Pages 41-50

4. Natural Language Interaction 2

   1. Persuasive Dialogues in an Intelligent Tutoring System for Medical Diagnosis

      • Amin Rahati, Froduald Kabanza

      Pages 51-61

   2. Predicting Student Knowledge Level from Domain-Independent Function and Content Words

      • Claire Williams, Sidney D’Mello

      Pages 62-71

   3. KSC-PaL: A Peer Learning Agent

      • Cynthia Kersey, Barbara Di Eugenio, Pamela Jordan, Sandra Katz

      Pages 72-81

5. Authoring Tools and Theoretical Synthesis

   1. Transforming a Linear Module into an Adaptive One: Tackling the Challenge

      • Jonathan G. K. Foss, Alexandra I. Cristea

      Pages 82-91

   2. An Authoring Tool to Support the Design and Use of Theory-Based Collaborative Learning Activities

      • Seiji Isotani, Riichiro Mizoguchi, Sadao Isotani, Olimpio M. Capeli, Naoko Isotani, Antonio R. P. L. de Albuquerque

      Pages 92-102

   3. How to Build Bridges between Intelligent Tutoring System Subfields of Research

      • Philip Pavlik Jr., Joe Toth

      Pages 103-112

6. Collaborative and Group Learning 2

   1. Recognizing Dialogue Content in Student Collaborative Conversation

      • Toby Dragon, Mark Floryan, Beverly Woolf, Tom Murray

      Pages 113-122

   2. Supporting Learners’ Self-organization: An Exploratory Study

      • Patrice Moguel, Pierre Tchounikine, André Tricot

      Pages 123-133

   3. Exploring the Effectiveness of Social Capabilities and Goal Alignment in Computer Supported Collaborative Learning

      • Hua Ai, Rohit Kumar, Dong Nguyen, Amrut Nagasunder, Carolyn P. Rosé

      Pages 134-143

7. Intelligent Games 2

   1. Virtual Humans with Secrets: Learning to Detect Verbal Cues to Deception

      • H. Chad Lane, Mike Schneider, Stephen W. Michael, Justin S. Albrechtsen, Christian A. Meissner

      Pages 144-154

   2. Optimizing Story-Based Learning: An Investigation of Student Narrative Profiles

      • Seung Y. Lee, Bradford W. Mott, James C. Lester

      Pages 155-165

   3. Integrating Learning and Engagement in Narrative-Centered Learning Environments

      • Jonathan P. Rowe, Lucy R. Shores, Bradford W. Mott, James C. Lester

      Pages 166-177

8. Intelligent Tutoring and Scaffolding 2

   1. Collaborative Lecturing by Human and Computer Tutors

      • Sidney D’Mello, Patrick Hays, Claire Williams, Whitney Cade, Jennifer Brown, Andrew Olney

      Pages 178-187

   2. Computational Workflows for Assessing Student Learning

      • Jun Ma, Erin Shaw, Jihie Kim

      Pages 188-197

The 10th International Conference on Intelligent Tutoring Systems, ITS 2010, cont- ued the bi-annual series of top-flight international conferences on the use of advanced educational technologies that are adaptive to users or groups of users. These highly interdisciplinary conferences bring together researchers in the learning sciences, computer science, cognitive or educational psychology, cognitive science, artificial intelligence, machine learning, and linguistics. The theme of the ITS 2010 conference was Bridges to Learning, a theme that connects the scientific content of the conf- ence and the geography of Pittsburgh, the host city. The conference addressed the use of advanced technologies as bridges for learners and facilitators of robust learning outcomes. We received a total of 186 submissions from 26 countries on 5 continents: Aust- lia, Brazil, Canada, China, Estonia, France, Georgia, Germany, Greece, India, Italy, Japan, Korea, Mexico, The Netherlands, New Zealand, Pakistan, Philippines, Saudi Arabia, Singapore, Slovakia, Spain, Thailand, Turkey, the UK and USA. We accepted 61 full papers (38%) and 58 short papers. The diversity of the field is reflected in the range of topics represented by the papers submitted, selected by the authors.

• Augmented Reality
• Scaffolding
• adaptive mobile learning
• adaptive systems
• affect recognition
• affective computing
• agents
• assessment
• authoring tools
• cognition
• computer assisted learning
• data mining
• design patterns
• e-learning
• learning

• Human-Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, USA

  Vincent Aleven, Jack Mostow

• School of Information Technologies, University of Sydney, Sydney, Australia

  Judy Kay

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