Artificial Intelligence in Education

Keeping the Teacher in the Loop: Technologies for Monitoring Group Learning in Real-Time

Pages 64-76

Segal, Avi (et al.)

An Extensible Domain-Specific Language for Describing Problem-Solving Procedures

Pages 77-89

Heeren, Bastiaan (et al.)

Effects of Error-Based Simulation as a Counterexample for Correcting MIF Misconception

Pages 90-101

Hirashima, Tsukasa (et al.)

Algorithm for Uniform Test Assembly Using a Maximum Clique Problem and Integer Programming

Pages 102-112

Ishii, Takatoshi (et al.)

Personalized Tag-Based Knowledge Diagnosis to Predict the Quality of Answers in a Community of Learners

Pages 113-124

Ishola, Oluwabukola Mayowa (et al.)

iSTART-ALL: Confronting Adult Low Literacy with Intelligent Tutoring for Reading Comprehension

Pages 125-136

Johnson, Amy M. (et al.)

Adapting Step Granularity in Tutorial Dialogue Based on Pretest Scores

Pages 137-148

Jordan, Pamela (et al.)

The Impact of Student Individual Differences and Visual Attention to Pedagogical Agents During Learning with MetaTutor

Pages 149-161

Lallé, Sébastien (et al.)

Automatic Extraction of AST Patterns for Debugging Student Programs

Pages 162-174

Lazar, Timotej (et al.)

Dusting Off the Messy Middle: Assessing Students’ Inquiry Skills Through Doing and Writing

Pages 175-187

Li, Haiying (et al.)

Impact of Pedagogical Agents’ Conversational Formality on Learning and Engagement

Pages 188-200

Li, Haiying (et al.)

iSTART Therefore I Understand: But Metacognitive Supports Did not Enhance Comprehension Gains

Pages 201-211

McCarthy, Kathryn S. (et al.)

Inducing Stealth Assessors from Game Interaction Data

Pages 212-223

Min, Wookhee (et al.)

Supporting Constructive Video-Based Learning: Requirements Elicitation from Exploratory Studies

Pages 224-237

Mitrovic, Antonija (et al.)

Affect Dynamics in Military Trainees Using vMedic: From Engaged Concentration to Boredom to Confusion

Pages 238-249

Ocumpaugh, Jaclyn (et al.)

Behavioral Engagement Detection of Students in the Wild

Pages 250-261

Okur, Eda (et al.)

Improving Reading Comprehension with Automatically Generated Cloze Item Practice

Pages 262-273

Olney, Andrew M. (et al.)

Variations of Gaming Behaviors Across Populations of Students and Across Learning Environments

Pages 274-286

Paquette, Luc (et al.)

Identifying Productive Inquiry in Virtual Labs Using Sequence Mining

Pages 287-298

Perez, Sarah (et al.)

“Thanks Alisha, Keep in Touch”: Gender Effects and Engagement with Virtual Learning Companions

Pages 299-310

Pezzullo, Lydia G. (et al.)

Hint Generation Under Uncertainty: The Effect of Hint Quality on Help-Seeking Behavior

Pages 311-322

Price, Thomas W. (et al.)

Balancing Learning and Engagement in Game-Based Learning Environments with Multi-objective Reinforcement Learning

Pages 323-334

Sawyer, Robert (et al.)

Is More Agency Better? The Impact of Student Agency on Game-Based Learning

Pages 335-346

Sawyer, Robert (et al.)

Can a Teachable Agent Influence How Students Respond to Competition in an Educational Game?

Pages 347-358

Sjödén, Björn (et al.)

Face Forward: Detecting Mind Wandering from Video During Narrative Film Comprehension

Pages 359-370

Stewart, Angela (et al.)

Modeling the Incubation Effect Among Students Playing an Educational Game for Physics

Pages 371-380

Talandron, May Marie P. (et al.)

Predicting Learner’s Deductive Reasoning Skills Using a Bayesian Network

Pages 381-392

Tato, Ange (et al.)

Group Optimization to Maximize Peer Assessment Accuracy Using Item Response Theory

Pages 393-405

Uto, Masaki (et al.)

What Matters in Concept Mapping? Maps Learners Create or How They Create Them

Pages 406-417

Wang, Shang (et al.)

Reliability Investigation of Automatic Assessment of Learner-Build Concept Map with Kit-Build Method by Comparing with Manual Methods

Pages 418-429

Wunnasri, Warunya (et al.)

Characterizing Students’ Learning Behaviors Using Unsupervised Learning Methods

Pages 430-441

Zhang, Ningyu (et al.)

Student Preferences for Visualising Uncertainty in Open Learner Models

Pages 445-449

Al-Shanfari, Lamiya (et al.)

Intelligent Augmented Reality Tutoring for Physical Tasks with Medical Professionals

Pages 450-454

Almiyad, Mohammed A. (et al.)

Synthesis of Problems for Shaded Area Geometry Reasoning

Pages 455-458

Alvin, Chris (et al.)

Communication Strategies and Affective Backchannels for Conversational Agents to Enhance Learners’ Willingness to Communicate in a Second Language

Pages 459-462

Ayedoun, Emmanuel (et al.)

A Multi-layered Architecture for Analysis of Non-technical-Skills in Critical Situations

Pages 463-466

Bourrier, Yannick (et al.)

Conceptual Framework for Collaborative Educational Resources Adaptation in Virtual Learning Environments

Pages 467-471

Bremgartner, Vitor (et al.)

Minimal Meaningful Propositions Alignment in Student Response Comparisons

Pages 472-475

Bulgarov, Florin (et al.)

Does Adaptive Provision of Learning Activities Improve Learning in SQL-Tutor?

Pages 476-479

Chen, Xingliang (et al.)

Constraint-Based Modelling as a Tutoring Framework for Japanese Honorifics

Pages 480-484

Chung, Zachary T. (et al.)

Teaching iSTART to Understand Spanish

Pages 485-489

Dascalu, Mihai (et al.)

Data-Driven Generation of Rubric Parameters from an Educational Programming Environment

Pages 490-493

Diana, Nicholas (et al.)

Exploring Learner Model Differences Between Students

Pages 494-497

Eagle, Michael (et al.)

Investigating the Effectiveness of Menu-Based Self-explanation Prompts in a Mobile Python Tutor

Pages 498-501

Fabic, Geela Venise Firmalo (et al.)

Striking a Balance: User-Experience and Performance in Computerized Game-Based Assessment

Pages 502-505

Forsyth, Carol M. (et al.)

Interactive Score Reporting: An AutoTutor-Based System for Teachers

Pages 506-509

Forsyth, Carol M. (et al.)

Transforming Foreign Language Narratives into Interactive Reading Applications Designed for Comprehensibility and Interest

Pages 510-513

Furtado, Pedro (et al.)

Exploring Students’ Affective States During Learning with External Representations

Pages 514-518

Grawemeyer, Beate (et al.)

Enhancing an Intelligent Tutoring System to Support Student Collaboration: Effects on Learning and Behavior

Pages 519-522

Harsley, Rachel (et al.)

Assessing Question Quality Using NLP

Pages 523-527

Kopp, Kristopher J. (et al.)

The Effect of Providing Motivational Support in Parsons Puzzle Tutors

Pages 528-531

Kumar, Amruth N.

Assessing Student Answers to Balanced Tree Problems

Pages 532-535

Liew, Chun W. (et al.)

A Comparisons of BKT, RNN and LSTM for Learning Gain Prediction

Pages 536-539

Lin, Chen (et al.)

Uncovering Gender and Problem Difficulty Effects in Learning with an Educational Game

Pages 540-543

McLaren, Bruce (et al.)

Analyzing Learner Affect in a Scenario-Based Intelligent Tutoring System

Pages 544-547

Nye, Benjamin (et al.)

Proficiency and Preference Using Local Language with a Teachable Agent

Pages 548-552

Ogan, Amy (et al.)

LiftUpp: Support to Develop Learner Performance

Pages 553-556

Oliehoek, Frans A. (et al.)

StairStepper: An Adaptive Remedial iSTART Module

Pages 557-560

Perret, Cecile A. (et al.)

AttentiveLearner2: A Multimodal Approach for Improving MOOC Learning on Mobile Devices

Pages 561-564

Pham, Phuong (et al.)

Automated Analysis of Lecture Video Engagement Using Student Posts

Pages 565-569

Stepanek, Nicholas R. (et al.)

A Study of Learners’ Behaviors in Hands-On Learning Situations and Their Correlation with Academic Performance

Pages 570-573

Venant, Rémi (et al.)

Assessing the Collaboration Quality in the Pair Program Tracing and Debugging Eye-Tracking Experiment

Pages 574-577

Villamor, Maureen (et al.)

EMBRACE: Applying Cognitive Tutor Principles to Reading Comprehension

Pages 578-581

Walker, Erin (et al.)

Effects of a Dashboard for an Intelligent Tutoring System on Teacher Knowledge, Lesson Plans and Class Sessions

Pages 582-585

Xhakaj, Françeska (et al.)

Dynamics of Affective States During MOOC Learning

Pages 586-589

Xiao, Xiang (et al.)

Learning from Errors: Identifying Strategies in a Math Tutoring System

Pages 590-593

Xie, Jun (et al.)

Can Short Answers to Open Response Questions Be Auto-Graded Without a Grading Rubric?

Pages 594-597

Yang, Xi (et al.)

Regional Cultural Differences in How Students Customize Their Avatars in Technology-Enhanced Learning

Pages 598-601

Yarzebinski, Evelyn (et al.)

Teaching Informal Logical Fallacy Identification with a Cognitive Tutor

Pages 605-608

Diana, Nicholas (et al.)

Digital Learning Projection

Pages 609-612

Mitri, Daniele

Learning with Engaging Activities via a Mobile Python Tutor

Pages 613-616

Fabic, Geela Venise Firmalo (et al.)

Math Reading Comprehension: Comparing Effectiveness of Various Conversation Frameworks in an ITS

Pages 617-620

Shubeck, Keith T. (et al.)

4C: Continuous Cognitive Career Companions

Pages 623-629

Agrawal, Bhavna (et al.)

Wizard’s Apprentice: Cognitive Suggestion Support for Wizard-of-Oz Question Answering

Pages 630-635

Ahn, Jae-wook (et al.)

Interaction Analysis in Online Maths Human Tutoring: The Case of Third Space Learning

Pages 636-643

Cukurova, Mutlu (et al.)

Using a Model for Learning and Memory to Simulate Learner Response in Spaced Practice

Pages 644-649

Riedesel, Mark A. (et al.)

Bridging the Gap Between High and Low Performing Pupils Through Performance Learning Online Analysis and Curricula

Pages 650-655

Samani, Tej (et al.)

Erratum to: Dusting Off the Messy Middle: Assessing Students’ Inquiry Skills Through Doing and Writing

Pages E1-E1

Li, Haiying (et al.)