Intelligent Tutoring Systems

1. Front Matter

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2. Invited Talks

   1. Can Research-Based Technology Change School-Based Learning? Perspectives from Singapore

      • Chee-Kit Looi

      Pages 1-1

   2. Modeling Emotion and Its Expression

      • Stacy Marsella

      Pages 2-2

   3. Active Learning in Technology-Enhanced Environments: On Sensible and Less Sensible Conceptions of “Active” and Their Instructional Consequences

      • Alexander Renkl

      Pages 3-3

   4. Riding the Third Wave

      • Steve Ritter

      Pages 4-4

   5. Social and Caring Tutors

      • Beverly Park Woolf

      Pages 5-14

3. Educational Data Mining 1

   1. Predicting Correctness of Problem Solving in ITS with a Temporal Collaborative Filtering Approach

      • Suleyman Cetintas, Luo Si, Yan Ping Xin, Casey Hord

      Pages 15-24

   2. Detecting the Moment of Learning

      • Ryan S. J. d. Baker, Adam B. Goldstein, Neil T. Heffernan

      Pages 25-34

   3. Comparing Knowledge Tracing and Performance Factor Analysis by Using Multiple Model Fitting Procedures

      • Yue Gong, Joseph E. Beck, Neil T. Heffernan

      Pages 35-44

4. Natural Language Interaction 1

   1. Automatic Question Generation for Literature Review Writing Support

      • Ming Liu, Rafael A. Calvo, Vasile Rus

      Pages 45-54

   2. Characterizing the Effectiveness of Tutorial Dialogue with Hidden Markov Models

      • Kristy Elizabeth Boyer, Robert Phillips, Amy Ingram, Eun Young Ha, Michael Wallis, Mladen Vouk et al.

      Pages 55-64

   3. Exploiting Predictable Response Training to Improve Automatic Recognition of Children’s Spoken Responses

      • Wei Chen, Jack Mostow, Gregory Aist

      Pages 65-74

5. ITS in Ill-Defined Domains

   1. Leveraging a Domain Ontology to Increase the Quality of Feedback in an Intelligent Tutoring System

      • Hameedullah Kazi, Peter Haddawy, Siriwan Suebnukarn

      Pages 75-84

   2. Modeling Long Term Learning of Generic Skills

      • Richard Gluga, Judy Kay, Tim Lever

      Pages 85-94

   3. Eliciting Informative Feedback in Peer Review: Importance of Problem-Specific Scaffolding

      • Ilya M. Goldin, Kevin D. Ashley

      Pages 95-104

6. Inquiry Learning

   1. Layered Development and Evaluation for Intelligent Support in Exploratory Environments: The Case of Microworlds

      • Sergio Gutierrez-Santos, Manolis Mavrikis, George Magoulas

      Pages 105-114

   2. The Invention Lab: Using a Hybrid of Model Tracing and Constraint-Based Modeling to Offer Intelligent Support in Inquiry Environments

      • Ido Roll, Vincent Aleven, Kenneth R. Koedinger

      Pages 115-124

   3. Discovering and Recognizing Student Interaction Patterns in Exploratory Learning Environments

      • Andrea Bernardini, Cristina Conati

      Pages 125-134

7. Collaborative and Group Learning 1

   1. Lesson Study Communities on Web to Support Teacher Collaboration for Professional Development

      • Yukari Kato, Masatoshi Ishikawa

      Pages 135-144

   2. Using Problem-Solving Context to Assess Help Quality in Computer-Mediated Peer Tutoring

      • Erin Walker, Sean Walker, Nikol Rummel, Kenneth R. Koedinger

      Pages 145-155

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
• cognition
• collaborative learning
• communities of practice
• data mining
• design patterns
• distance 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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