The relationship between minds-on and hands-on activity in instructional design : evidence from learning with interactive and non-interactive multimedia environments
p. 3
Using automated capture in classrooms to support understanding of the learning experience
p. 4
The technical art of learning science p. 5
Humanity-based classroom" : teaching is caring and learning is joyful p. 6 The principle of state expansion in task state-space navigation p. 9 Generating responses to formally flawed problem-solving statements p. 17 Semantic Web technology to support learning about the semantic Web p. 25 Exploring neural trajectories of scientific problem solving skill acquisition p. 33 Tools for authoring a dialogue agent that participates in learning studies p. 43 Changing attitudes and performance with computer-generated social models p. 51
Pedagogical agents trying on a caring mentor role p. 59
Serious use of a serious game for language learning p. 67
Helping courseware authors to build ontologies : the case of TM4L p. 77 VL-PATSy : facilitating vicarious learning via intelligent resource provision p. 85 'Tis better to construct than to receive? : the effects of diagram tools on causal
reasoning
p. 93
Evaluating legal argument instruction with graphical representations using LARGO p. 101 Relating machine estimates of students' learning goals to learning outcomes : a DBN
approach
p. 111
MathGirls : toward developing girls' positive attitude and sell-efficacy through pedagogical agents
p. 119
Content matters : an investigation of feedback categories within an ITS p. 127
Does learner control affect learning? p. 135
Affect and usage choices in simulation problem solving environments p. 145 Getting under the skin of learners : tools for evaluating emotional experience p. 153 Mind and body : dialogue and posture for affect detection in learning environments p. 161
Towards predictive modelling of student affect from Web-based interactions p. 169 The dynamic nature of self-regulatory behavior in self-regulated learning and
externally-regulated learning episodes
p. 179
The influence of external-regulation on student generated questions during hypermedia learning
p. 187
Repairing disengagement with non-invasive interventions p. 195 Can help seeking be tutored? : searching for the secret sauce of metacognitive tutoring p. 203
Using item response theory (IRT) to select hints in an ITS p. 213
What level of tutor interaction is best? p. 222
Evaluating ACED : the impact of feedback and adaptivity on learning p. 230 Modeling learning patterns of students with a tutoring system using hidden Markov
models
p. 238
Exploring alternative methods for error attribution in learning curves analysis in intelligent tutoring systems
p. 246
Learning by problem-posing as sentence-integration and experimental use p. 254
Dialog convergence and learning p. 262
Comparing linguistic features for modeling learning in computer tutoring p. 270 Comparing student-constructed open learner model presentations to the domain p. 281 Translation of overlay models of student knowledge for relative domains based on
domain ontology mapping
p. 289
Bootstrapping accurate learner models from electronic portfolios p. 297 Combining Bayesian networks and formal reasoning for semantic classification of
student utterances
p. 307
A spoken translation game for second language learning p. 315
English ABLE p. 323
Using machine learning techniques to analyze and support mediation of student E-discussions
p. 331
Analyzing the coherence and cohesion in human tutorial dialogues when learning with hypermedia
p. 341
Beyond the Code-and-Count analysis of tutoring dialogues p. 349 Profiling student interactions in threaded discussions with speech act classifiers p. 357
The influence of learner characteristics on task-oriented tutorial dialogue p. 365 Measuring the effect of collaboration in an assessment environment p. 375 Tutorial dialogue as adaptive collaborative learning support p. 383 Creating contexts for productive peer collaboration : some design considerations p. 391 Who says three's a crowd? : using a cognitive tutor to support peer tutoring p. 399 Accelerated future learning via explicit instruction of a problem solving strategy p. 409
Explaining self-explaining : a contrast between content and generation p. 417 Out of the lab and into the classroom : an evaluation of reflective dialogue in Andes p. 425
Can a polite intelligent tutoring system lead to improved learning outside of the lab? p. 433
Lowering the bar for creating model-tracing intelligent tutoring systems p. 443
Constraint authoring system : an empirical evaluation p. 451
Taking advantage of the semantics of a lesson graph based on learning objects p. 459 Predicting students' performance with SimStudent : learning cognitive skills from
observation
p. 467
Investigating generative factors of score matrices p. 479
How did the e-Learning session go? : the student inspector p. 487 Can a computer listen for fluctuations in reading comprehension? p. 495 Empowering researchers to detect interaction patterns in e-Collaboration p. 503 Is over practice necessary? - improving learning efficiency with the cognitive tutor
through educational data mining
p. 511
Benefits of handwritten input for students learning algebra equation solving p. 521 Extension of IMS-QTI to express constraints on template variables in mathematics
exercises
p. 524
Do various self-regulatory processes predict different hypermedia learning outcomes?
p. 527
Assessing learning in a peer-driven tutoring system p. 530
Evaluating a collaborative constraint-based tutor for UML class diagrams p. 533 Intelligent tutoring and human tutoring in small groups : an empirical comparison p. 536
Student motivation and performance in scientific problem solving simulations p. 539 Developing a text support tool for english language learners p. 542 On issues of feature extraction in Chinese automatic essay scoring system p. 545 Domain-specific and domain-independent interactive behaviors in Andes p. 548
Porting an intelligent tutoring system across domains p. 551
Learning from collaboratively observing videos during problem solving with Andes p. 554 Linking educational materials to encyclopedic knowledge p. 557 Verification of proof steps for tutoring mathematical proofs p. 560 Motivationally intelligent systems : diagnosis and feedback p. 563 Choosing reading passages for vocabulary learning by topic to increase intrinsic
motivation
p. 566
Emotions and learning with AutoTutor p. 569
Standard-compliant scenario building with theoretical justification in a theory-aware authoring tool
p. 572
Using multinets for learner modelling p. 575
Using ontologies for an effective design of collaborative learning activities p. 578
Topic initiative in a simulated peer dialogue agent p. 581
Mirroring of group activity to support learning as participation p. 584 Open learner models : opinions of school education professionals p. 587 Novel tools for assessing student discussions : modeling threads and participant
roles using speech act and course topic analysis
p. 590
Evaluating a scaffolding system for supporting less experienced feedback givers p. 593
The effect of open student model on learning : a study p. 596
The effects of error-flagging in a tutor on expression evaluation p. 599 Paragraph development schemata to support English composition p. 602 Understanding student answers in introductory physics courses p. 605 Learning tutorial rules using classification based on associations p. 608 The effect of problem templates on learning in intelligent tutoring systems p. 611 Situation creator : a pedagogical agent creating learning opportunities p. 614 Fitting spatial ability into intelligent tutoring systems development p. 617 Further evidence for the deep-level reasoning question effect p. 620 A framework for problem-solving knowledge mining from users' actions p. 623 Analyzing fine-grained skill models using Bayesian and mixed effect methods p. 626 Automated assessment of problem difficulty in mathematical analysis p. 629 Automatically generated inspectable learning models for students p. 632
In-game help in the tactical language training system p. 635
Supporting learning design via dynamic generation of learning routes in ADAPTAPlan p. 638
Developing seamless learning environment for primary science education p. 641
Optimizing student models for causality p. 644
Sun seeking : interactive story-reading through different media p. 647 Effect of metacognitive support on student behaviors in learning by teaching
environments
p. 650
A multi-dimensional paper recommender p. 653
Learners' self-organization as a first-class concern for CSCL macro-scripts p. 656 Supporting collaborative idea generation : a closer look using statistical process
analysis techniques
p. 659
Context based classification for automatic collaborative learning process analysis p. 662
Towards a general model for supporting explanations to enhance learning p. 665 Atomic dynamic Bayesian networks for a responsive student model p. 668 The distribution of student errors across schools : an initial study p. 671
Towards learning knowledge objects p. 674
Toward a generic cognitive model of knowledge representation - a case study of problem solving in DC electrical circuits
p. 679
Students' conception of knowledge and its link to knowledge monitoring in ill-structured subjects : the potential of representational tools to support learning
p. 681
Learning engagement : what actions of learners could best predict it? p. 683 Adaptive generation of feedback in a learning environment with smart objects p. 685 Towards promoting meta-cognition using emotive interface personas within
open-learner modelling environments
p. 687
Towards a virtual teaching assistant to answer questions asked by students in introductory computer science
p. 689
Exploring narrative as a cognitive aid in educational video games p. 691 Coping with frustration : self-efficacy modelling and empathetic companion agents p. 693
Modeling engagement in educational adaptive hypermedia p. 695
Applying learning factors analysis to build stereotypic student models p. 697 A student model based on item response theory for TuTalk, a tutorial dialogue agent p. 699
Automating the generation of student models for intelligent tutoring systems p. 701 Supporting learning in games with an open learner model p. 703
Developing a general model for supporting explanations p. 705
Incorporating reflection prompts into learning-by-teaching environment to foster reflective student teacher
p. 707
Are we asking the right questions? : understanding which tasks lead to the robust learning of the English article system
p. 709
AIED applications in ill-defined domains p. 713
Assessment of group and individual learning through intelligent visualization (AGILeViz)
p. 714
The design of AIED systems : learner-centred and design pattern approaches p. 715
Educational data mining workshop p. 716 Emerging technologies for inquiry-based learning in science p. 717 From communities of interest to social learning communities p. 718 Table of Contents provided by Blackwell's Book Services and R.R. Bowker. Used with permission.
