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13th ITS 2016: Zagreb, Croatia
- Alessandro Micarelli, John C. Stamper
, Kitty Panourgia:
Intelligent Tutoring Systems - 13th International Conference, ITS 2016, Zagreb, Croatia, June 7-10, 2016. Proceedings. Lecture Notes in Computer Science 9684, Springer 2016, ISBN 978-3-319-39582-1
Full Papers
- Kazuhisa Miwa, Hitoshi Terai, Kazuya Shibayama:
Understanding Procedural Knowledge for Solving Arithmetic Task by Externalization. 3-12 - Xingliang Chen, Antonija Mitrovic, Moffat Mathews:
Do Erroneous Examples Improve Learning in Addition to Problem Solving and Worked Examples? 13-22 - Karen Mazidi, Paul Tarau:
Automatic Question Generation: From NLU to NLG. 23-33 - Michelle Taub, Roger Azevedo:
Using Eye-Tracking to Determine the Impact of Prior Knowledge on Self-Regulated Learning with an Adaptive Hypermedia-Learning Environment. 34-47 - Matthew E. Roy, Rohit Kumar:
Informing Authoring Best Practices Through an Analysis of Pedagogical Content and Student Behavior. 48-58 - Matthew E. Jacovina, G. Tanner Jackson, Erica L. Snow, Danielle S. McNamara:
Timing Game-Based Practice in a Reading Comprehension Strategy Tutor. 59-68 - Nguyen-Thinh Le, Nico Huse:
Evaluation of the Formal Models for the Socratic Method. 69-78 - Severin Klingler, Tanja Käser
Stealth Assessment in ITS - A Study for Developmental Dyscalculia. 79-89 - Yanjin Long, Vincent Aleven:
Mastery-Oriented Shared Student/System Control Over Problem Selection in a Linear Equation Tutor. 90-100 - Amruth N. Kumar
Providing the Option to Skip Feedback in a Worked Example Tutor. 101-110 - Noboru Matsuda
Tell Me How to Teach, I'll Learn How to Solve Problems. 111-121 - Rohan Roy Choudhury, Hezheng Yin, Armando Fox:
Scale-Driven Automatic Hint Generation for Coding Style. 122-132 - Michael Eagle
Estimating Individual Differences for Student Modeling in Intelligent Tutors from Reading and Pretest Data. 133-143 - Giuseppe Fenza, Francesco Orciuoli
Building Pedagogical Models by Formal Concept Analysis. 144-153 - Alexandria Katarina Vail
Predicting Learning from Student Affective Response to Tutor Questions. 154-164 - Andy Smith, Osman Aksit
Integrating Real-Time Drawing and Writing Diagnostic Models: An Evidence-Centered Design Framework for Multimodal Science Assessment. 165-175 - Fernando R. H. Andrade
The Bright and Dark Sides of Gamification. 176-186 - Brian C. Gauch, Gautam Biswas:
Behavior Changes Across Time and Between Populations in Open-Ended Learning Environments. 187-196 - Roger Azevedo, Seth A. Martin, Michelle Taub, Nicholas V. Mudrick, Garrett C. Millar, Joseph F. Grafsgaard:
Are Pedagogical Agents' External Regulation Effective in Fostering Learning with Intelligent Tutoring Systems? 197-207 - Chen Lin, Min Chi:
Intervention-BKT: Incorporating Instructional Interventions into Bayesian Knowledge Tracing. 208-218
Short Papers
- Nizar Omheni, Ahmed Hadj Kacem:
"i-Read": A Collaborative Learning Environment to Support Students with Low Reading Abilities. 221-226 - Rachel Harsley
Integrating Support for Collaboration in a Computer Science Intelligent Tutoring System. 227-233 - Thelma D. Palaoag
Wheel-Spinning in a Game-Based Learning Environment for Physics. 234-239 - Michelle Taub, Nicholas V. Mudrick, Roger Azevedo, Garrett C. Millar, Jonathan P. Rowe, James C. Lester:
Using Multi-level Modeling with Eye-Tracking Data to Predict Metacognitive Monitoring and Self-regulated Learning with Crystal Island. 240-246 - Philip I. Pavlik Jr., Craig Kelly, Jaclyn K. Maass:
The Mobile Fact and Concept Training System (MoFaCTS). 247-253 - Yugo Hayashi:
Coordinating Knowledge Integration with Pedagogical Agents - Effects of Agent Gaze Gestures and Dyad Synchronization. 254-259 - Stergios Tegos
An Investigation of Conversational Agent Interventions Supporting Historical Reasoning in Primary Education. 260-266 - Jan Papousek, Vít Stanislav, Radek Pelánek
Impact of Question Difficulty on Engagement and Learning. 267-272 - Seth A. Martin, Roger Azevedo, Michelle Taub, Nicholas V. Mudrick, Garrett C. Millar, Joseph F. Grafsgaard:
Are There Benefits of Using Multiple Pedagogical Agents to Support and Foster Self-Regulated Learning in an Intelligent Tutoring System? 273-279 - Ioannis Magnisalis
Can Peers Rate Reliably as Experts in Small CSCL Groups? 280-285 - Oluwabunmi Adewoyin, Roberto Araya, Julita Vassileva
Peer Review in Mentorship: Perception of the Helpfulness of Review and Reciprocal Ratings. 286-293 - Lei Shi, Alexandra I. Cristea
Motivational Gamification Strategies Rooted in Self-Determination Theory for Social Adaptive E-Learning. 294-300 - Tiago Roberto Kautzmann, Talvany Carlotto, Patrícia Augustin Jaques
Adaptive Training of the Metacognitive Skill of Knowledge Monitoring in Intelligent Tutoring Systems. 301-306 - Blandine Ginon, Clelia Boscolo, Matthew D. Johnson, Susan Bull
Persuading an Open Learner Model in the Context of a University Course: An Exploratory Study. 307-313 - Sarah E. Schultz, Naomi Wixon, Danielle Allessio, Kasia Muldner, Winslow Burleson, Beverly P. Woolf, Ivon Arroyo:
Blinded by Science?: Exploring Affective Meaning in Students' Own Words. 314-319 - Eric Butler, Emina Torlak, Zoran Popovic:
A Framework for Parameterized Design of Rule Systems Applied to Algebra. 320-326 - Noboru Matsuda
Cognitive Tutors Produce Adaptive Online Course: Inaugural Field Trial. 327-333 - Jason Bernard, Ting-Wen Chang, Elvira Popescu
Optimizing Pattern Weights with a Genetic Algorithm to Improve Automatic Working Memory Capacity Identification. 334-340 - Peter M. Hastings
Stratified Learning for Reducing Training Set Size. 341-346 - Zhongxiu Liu, Behrooz Mostafavi, Tiffany Barnes:
Combining Worked Examples and Problem Solving in a Data-Driven Logic Tutor. 347-353 - Raja M. Suleman, Riichiro Mizoguchi, Mitsuru Ikeda:
NDLtutor: An Automated Conversational Agent to Facilitate Metacognitive Skills in Fully-Negotiated OLMs. 354-360 - Carla Limongelli, Matteo Lombardi
Concept Maps Similarity Measures for Educational Applications. 361-367 - François Bouchet
Can Adaptive Pedagogical Agents' Prompting Strategies Improve Students' Learning and Self-Regulation? 368-374 - Carlo De Medio, Fabio Gasparetti, Carla Limongelli, Filippo Sciarrone, Marco Temperini
Automatic Extraction of Prerequisites Among Learning Objects Using Wikipedia-Based Content Analysis. 375-381 - Ramla Ghali, Claude Frasson, Sébastien Ouellet:
Using Electroencephalogram to Track Learner's Reasoning in Serious Games. 382-388 - Nick E. Green, Barbara Di Eugenio, Rachel Harsley
Behavior and Learning of Students Using Worked-Out Examples in a Tutoring System. 389-395 - Vincent Aleven, Jonathan Sewall:
The Frequency of Tutor Behaviors: A Case Study. 396-401 - Aydée Liza Mondragon, Roger Nkambou, Pierre Poirier:
Towards an Effective Affective Tutoring Agent in Specialized Education. 402-408 - Vincent Aleven, Jonathan Sewall, Octav Popescu, Michael A. Ringenberg, Martin Van Velsen, Sandra Demi:
Embedding Intelligent Tutoring Systems in MOOCs and e-Learning Platforms. 409-415 - Amruth N. Kumar
Using Cloze Procedure Questions in Worked Examples in a Programming Tutor. 416-422 - Michael A. Madaio, Amy Ogan, Justine Cassell:
The Effect of Friendship and Tutoring Roles on Reciprocal Peer Tutoring Strategies. 423-429 - Hope Lee, Amali Weerasinghe, Jayden Barnes, Luke Oakden-Rayner, William Gale, Gustavo Carneiro
CRISTAL: Adapting Workplace Training to the Real World Context with an Intelligent Simulator for Radiology Trainees. 430-435
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