Intelligent Tutoring Systems

1. Front Matter

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2. Affect: Emotions

   1. Implicit Strategies for Intelligent Tutoring Systems

      • Imène Jraidi, Pierre Chalfoun, Claude Frasson

      Pages 1-10

   2. Rudeness and Rapport: Insults and Learning Gains in Peer Tutoring

      • Amy Ogan, Samantha Finkelstein, Erin Walker, Ryan Carlson, Justine Cassell

      Pages 11-21

   3. On Pedagogical Effects of Learner-Support Agents in Collaborative Interaction

      • Yugo Hayashi

      Pages 22-32

   4. Exploration of Affect Detection Using Semantic Cues in Virtual Improvisation

      • Li Zhang

      Pages 33-39

   5. Measuring Learners’ Co-Occurring Emotional Responses during Their Interaction with a Pedagogical Agent in MetaTutor

      • Jason M. Harley, François Bouchet, Roger Azevedo

      Pages 40-45

   6. Visualization of Student Activity Patterns within Intelligent Tutoring Systems

      • David Hilton Shanabrook, Ivon Arroyo, Beverly Park Woolf, Winslow Burleson

      Pages 46-51

   7. Toward a Machine Learning Framework for Understanding Affective Tutorial Interaction

      • Joseph F. Grafsgaard, Kristy Elizabeth Boyer, James C. Lester

      Pages 52-58

   8. Exploring Relationships between Learners’ Affective States, Metacognitive Processes, and Learning Outcomes

      • Amber Chauncey Strain, Roger Azevedo, Sidney D’Mello

      Pages 59-64

   9. Mental Workload, Engagement and Emotions: An Exploratory Study for Intelligent Tutoring Systems

      • Maher Chaouachi, Claude Frasson

      Pages 65-71

3. Affect: Signals

   1. Real-Time Monitoring of ECG and GSR Signals during Computer-Based Training

      • Keith W. Brawner, Benjamin S. Goldberg

      Pages 72-77

   2. Categorical vs. Dimensional Representations in Multimodal Affect Detection during Learning

      • Md. Sazzad Hussain, Hamed Monkaresi, Rafael A. Calvo

      Pages 78-83

   3. Cognitive Priming: Assessing the Use of Non-conscious Perception to Enhance Learner’s Reasoning Ability

      • Pierre Chalfoun, Claude Frasson

      Pages 84-89

4. Games: Motivation and Design

   1. Math Learning Environment with Game-Like Elements: An Incremental Approach for Enhancing Student Engagement and Learning Effectiveness

      • Dovan Rai, Joseph E. Beck

      Pages 90-100

   2. Motivational Factors for Learning by Teaching

      • Noboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada, Gabriel Stylianides, Kenneth R. Koedinger

      Pages 101-111

   3. An Analysis of Attention to Student – Adaptive Hints in an Educational Game

      • Mary Muir, Cristina Conati

      Pages 112-122

   4. Serious Game and Students’ Learning Motivation: Effect of Context Using Prog&Play

      • Mathieu Muratet, Elisabeth Delozanne, Patrice Torguet, Fabienne Viallet

      Pages 123-128

   5. Exploring the Effects of Prior Video-Game Experience on Learner’s Motivation during Interactions with HeapMotiv

      • Lotfi Derbali, Claude Frasson

      Pages 129-134

   6. A Design Pattern Library for Mutual Understanding and Cooperation in Serious Game Design

      • Bertrand Marne, John Wisdom, Benjamin Huynh-Kim-Bang, Jean-Marc Labat

      Pages 135-140

5. Games: Empirical Studies

   1. Predicting Student Self-regulation Strategies in Game-Based Learning Environments

      • Jennifer Sabourin, Lucy R. Shores, Bradford W. Mott, James C. Lester

      Pages 141-150

This book constitutes the refereed proceedings of the 11th International Conference on Intelligent Tutoring Systems, ITS 2012, held in Chania, Crete, Greece, in June 2012. The 28 revised full papers, 50 short papers, and 56 posters presented were carefully viewed and selected from 177 submissions. The specific theme of the ITS 2012 conference is co-adaption between technologies and human learning. Besides that, the highly interdisciplinary ITS conferences bring together researchers in computer science, informatics, and artificial intelligence on the one side - and cognitive science, educational psychology, and linguistics on the other side. The papers are organized in topical sections on affect/emotions, affect/signals, games/motivation and design, games/empirical studies, content representation, feedback, non conventional approaches, conceptual content representation, assessment constraints, dialogue, dialogue/questions, learner modeling, learning detection, interaction strategies for games, and empirical studies thereof in general.

• game-based learning
• learning by teaching
• ontology engineering
• programming tutors
• scenario-based training

• University of Montpellier & CNRS LIRMM, Montpellier, France

  Stefano A. Cerri

• NASA and Florida Institute for Human and Machine Cognition, Human Centered Computing - Intelligent Systems Division, Moffett Field, USA

  William J. Clancey

• Department of Applied Informatics and Multimedia, Technological Educational Institute of Crete, School of Applied Technology, Heraklion, Greece

  Giorgos Papadourakis

• Neoanalysis Ltd., Athens, Greece

  Kitty Panourgia

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