Intelligent Tutoring Systems

Evaluating a Probabilistic Model of Student Affect

Conati, Cristina (et al.)

Pages 55-66

Politeness in Tutoring Dialogs: “Run the Factory, That’s What I’d Do”

Johnson, W. Lewis (et al.)

Pages 67-76

Providing Cognitive and Affective Scaffolding Through Teaching Strategies: Applying Linguistic Politeness to the Educational Context

Porayska-Pomsta, Kaska (et al.)

Pages 77-86

Knowledge Representation Requirements for Intelligent Tutoring Systems

Hatzilygeroudis, Ioannis (et al.)

Pages 87-97

Coherence Compilation: Applying AIED Techniques to the Reuse of Educational TV Resources

Luckin, Rosemary (et al.)

Pages 98-107

The Knowledge Like the Object of Interaction in an Orthopaedic Surgery-Learning Environment

Luengo, Vanda (et al.)

Pages 108-117

Towards Qualitative Accreditation with Cognitive Agents

Minko, Anton (et al.)

Pages 118-127

Integrating Intelligent Agents, User Models, and Automatic Content Categorization in a Virtual Environment

Santos, Cássia Trojahn (et al.)

Pages 128-139

EASE: Evolutional Authoring Support Environment

Aroyo, Lora (et al.)

Pages 140-149

Selecting Theories in an Ontology-Based ITS Authoring Environment

Bourdeau, Jacqueline (et al.)

Pages 150-161

Opening the Door to Non-programmers: Authoring Intelligent Tutor Behavior by Demonstration

Koedinger, Kenneth R. (et al.)

Pages 162-174

Acquisition of the Domain Structure from Document Indexes Using Heuristic Reasoning

Larrañaga, Mikel (et al.)

Pages 175-186

Role-Based Specification of the Behaviour of an Agent for the Interactive Resolution of Mathematical Problems

Mora, Miguel A. (et al.)

Pages 187-196

Lessons Learned from Authoring for Inquiry Learning: A Tale of Authoring Tool Evolution

Murray, Tom (et al.)

Pages 197-206

The Role of Domain Ontology in Knowledge Acquisition for ITSs

Suraweera, Pramuditha (et al.)

Pages 207-216

Combining Heuristics and Formal Methods in a Tool for Supporting Simulation-Based Discovery Learning

Veermans, Koen (et al.)

Pages 217-226

Toward Tutoring Help Seeking

Aleven, Vincent (et al.)

Pages 227-239

Why Are Algebra Word Problems Difficult? Using Tutorial Log Files and the Power Law of Learning to Select the Best Fitting Cognitive Model

Croteau, Ethan A. (et al.)

Pages 240-250

Towards Shared Understanding of Metacognitive Skill and Facilitating Its Development

Kayashima, Michiko (et al.)

Pages 251-261

Analyzing Discourse Structure to Coordinate Educational Forums

Gerosa, Marco Aurélio (et al.)

Pages 262-272

Intellectual Reputation to Find an Appropriate Person for a Role in Creation and Inheritance of Organizational Intellect

Hayashi, Yusuke (et al.)

Pages 273-284

Learners’ Roles and Predictable Educational Benefits in Collaborative Learning

Inaba, Akiko (et al.)

Pages 285-294

Redefining the Turn-Taking Notion in Mediated Communication of Virtual Learning Communities

Reyes, Pablo (et al.)

Pages 295-304

Harnessing P2P Power in the Classroom

Vassileva, Julita

Pages 305-314

Analyzing On-Line Collaborative Dialogues: The OXEnTCHÊ–Chat

Vieira, Ana Cláudia (et al.)

Pages 315-324

A Tool for Supporting Progressive Refinement of Wizard-of-Oz Experiments in Natural Language

Fiedler, Armin (et al.)

Pages 325-335

Tactical Language Training System: An Interim Report

Johnson, W. Lewis (et al.)

Pages 336-345

Combining Competing Language Understanding Approaches in an Intelligent Tutoring System

Jordan, Pamela W. (et al.)

Pages 346-357

Evaluating Dialogue Schemata with the Wizard of Oz Computer-Assisted Algebra Tutor

Kim, Jung Hee (et al.)

Pages 358-367

Spoken Versus Typed Human and Computer Dialogue Tutoring

Litman, Diane J. (et al.)

Pages 368-379

Linguistic Markers to Improve the Assessment of Students in Mathematics: An Exploratory Study

Normand-Assadi, Sylvie (et al.)

Pages 380-389

Advantages of Spoken Language Interaction in Dialogue-Based Intelligent Tutoring Systems

Pon-Barry, Heather (et al.)

Pages 390-400

CycleTalk: Toward a Dialogue Agent That Guides Design with an Articulate Simulator

Rosé, Carolyn P. (et al.)

Pages 401-411

DReSDeN: Towards a Trainable Tutorial Dialogue Manager to Support Negotiation Dialogues for Learning and Reflection

Rosé, Carolyn P. (et al.)

Pages 412-422

Combining Computational Models of Short Essay Grading for Conceptual Physics Problems

Ventura, M. J. (et al.)

Pages 423-431

From Human to Automatic Summary Evaluation

Zipitria, Iraide (et al.)

Pages 432-442

Evaluating the Effectiveness of a Tutorial Dialogue System for Self-Explanation

Aleven, Vincent (et al.)

Pages 443-454

Student Question-Asking Patterns in an Intelligent Algebra Tutor

Anthony, Lisa (et al.)

Pages 455-467

Web-Based Intelligent Multimedia Tutoring for High Stakes Achievement Tests

Arroyo, Ivon (et al.)

Pages 468-477

Can Automated Questions Scaffold Children’s Reading Comprehension?

Beck, Joseph E. (et al.)

Pages 478-490

Web-Based Evaluations Showing Differential Learning for Tutorial Strategies Employed by the Ms. Lindquist Tutor

Heffernan, Neil T. (et al.)

Pages 491-500

The Impact of Why/AutoTutor on Learning and Retention of Conceptual Physics

Jackson, G. Tanner (et al.)

Pages 501-510

ITS Evaluation in Classroom: The Case of Ambre-AWP

Nogry, Sandra (et al.)

Pages 511-520

Implicit Versus Explicit Learning of Strategies in a Non-procedural Cognitive Skill

VanLehn, Kurt (et al.)

Pages 521-530