Coverart for item
The Resource Intelligent tutoring systems : 11th international conference, ITS 2012, Chania, Crete, Greece, June 14-18, 2012 : proceedings, Stefano A. Cerri [and others]

Intelligent tutoring systems : 11th international conference, ITS 2012, Chania, Crete, Greece, June 14-18, 2012 : proceedings, Stefano A. Cerri [and others]

Label
Intelligent tutoring systems : 11th international conference, ITS 2012, Chania, Crete, Greece, June 14-18, 2012 : proceedings
Title
Intelligent tutoring systems
Title remainder
11th international conference, ITS 2012, Chania, Crete, Greece, June 14-18, 2012 : proceedings
Statement of responsibility
Stefano A. Cerri [and others]
Creator
Contributor
Subject
Genre
Language
eng
Summary
Annotation
Member of
Cataloging source
GW5XE
Dewey number
371.33/4
Illustrations
illustrations
Index
index present
LC call number
LB1028.73
LC item number
.I58 2012
Literary form
non fiction
http://bibfra.me/vocab/lite/meetingDate
2012
http://bibfra.me/vocab/lite/meetingName
International Conference on Intelligent Tutoring Systems
Nature of contents
  • dictionaries
  • bibliography
http://library.link/vocab/relatedWorkOrContributorName
Cerri, Stefano A
Series statement
Lecture notes in computer science,
Series volume
7315
http://library.link/vocab/subjectName
  • Intelligent tutoring systems
  • Computer-assisted instruction
  • Computer-assisted instruction
  • Intelligent tutoring systems
Summary expansion
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
Label
Intelligent tutoring systems : 11th international conference, ITS 2012, Chania, Crete, Greece, June 14-18, 2012 : proceedings, Stefano A. Cerri [and others]
Instantiates
Publication
Antecedent source
unknown
Bibliography note
Includes bibliographical references and index
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Measuring Learners' Co-Occurring Emotional Responses during Their Interaction with a Pedagogical Agent in MetaTutor
  • Jason M. Harley, François Bouchet and Roger Azevedo
  • Visualization of Student Activity Patterns within Intelligent Tutoring Systems
  • David Hilton Shanabrook, Ivon Arroyo, Beverly Park Woolf and Winslow Burleson
  • Toward a Machine Learning Framework for Understanding Affective Tutorial Interaction
  • Joseph F. Grafsgaard, Kristy Elizabeth Boyer and James C. Lester
  • Exploring Relationships between Learners' Affective States, Metacognitive Processes, and Learning Outcomes
  • Amber Chauncey Strain, Roger Azevedo and Sidney D'Mello
  • Mental Workload, Engagement and Emotions: An Exploratory Study for Intelligent Tutoring Systems
  • Maher Chaouachi and Claude Frasson
  • Implicit Strategies for Intelligent Tutoring Systems
  • Real-Time Monitoring of ECG and GSR Signals during Computer-Based Training
  • Keith W. Brawner and Benjamin S. Goldberg
  • Imène Jraidi, Pierre Chalfoun and Claude Frasson
  • Rudeness and Rapport: Insults and Learning Gains in Peer Tutoring
  • Amy Ogan, Samantha Finkelstein, Erin Walker, Ryan Carlson and Justine Cassell
  • On Pedagogical Effects of Learner-Support Agents in Collaborative Interaction
  • Yugo Hayashi
  • Exploration of Affect Detection Using Semantic Cues in Virtual Improvisation
  • Li Zhang
  • Noboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada and Gabriel Stylianides, et al.
  • An Analysis of Attention to Student -- Adaptive Hints in an Educational Game
  • Mary Muir and Cristina Conati
  • Serious Game and Students' Learning Motivation: Effect of Context Using Prog & Play
  • Mathieu Muratet, Elisabeth Delozanne, Patrice Torguet and Fabienne Viallet
  • Exploring the Effects of Prior Video-Game Experience on Learner's Motivation during Interactions with HeapMotiv
  • Lotfi Derbali and Claude Frasson
  • A Design Pattern Library for Mutual Understanding and Cooperation in Serious Game Design
  • Bertrand Marne, John Wisdom, Benjamin Huynh-Kim-Bang and Jean-Marc Labat
  • Predicting Student Self-regulation Strategies in Game-Based Learning Environments
  • Categorical vs. Dimensional Representations in Multimodal Affect Detection during Learning
  • Jennifer Sabourin, Lucy R. Shores, Bradford W. Mott and James C. Lester
  • Md. Sazzad Hussain, Hamed Monkaresi and Rafael A. Calvo
  • Cognitive Priming: Assessing the Use of Non-conscious Perception to Enhance Learner's Reasoning Ability
  • Pierre Chalfoun and Claude Frasson
  • Math Learning Environment with Game-Like Elements: An Incremental Approach for Enhancing Student Engagement and Learning Effectiveness
  • Dovan Rai and Joseph E. Beck
  • Motivational Factors for Learning by Teaching
  • The Effect of a Competitive Game Show in a Virtual peer-Learning Environment
  • Problem Order Implications for Learning Transfer
  • Nan Li, William W. Cohen and Kenneth R. Koedinger
  • Knowledge Component Suggestion for Untagged Content in an Intelligent Tutoring System
  • Mario Karlovčec, Mariheida Córdova-Sánchez and Zachary A. Pardos
  • Automating Next-Step Hints Generation Using ASTUS
  • Luc Paquette, Jean-François Lebeau, Gabriel Beaulieu and André Mayers
  • The Effectiveness of Pedagogical Agents' Prompting and Feedback in Facilitating Co-adapted Learning with MetaTutor
  • Roger Azevedo, Ronald S. Landis, Reza Feyzi-Behnagh, Melissa Duffy and Gregory Trevors, et al.
  • Noticing Relevant Feedback Improves Learning in an Intelligent Tutoring System for Peer Tutoring
  • Erin Walker, Nikol Rummel, Sean Walker and Kenneth R. Koedinger
  • Toward Automatic Verification of Multiagent Systems for Training Simulations
  • Ning Wang, David V. Pynadath and Stacy C. Marsella
  • Using State Transition Networks to Analyze Multi-party Conversations in a Serious Game
  • Brent Morgan, Fazel Keshtkar, Ying Duan, Padraig Nash and Arthur Graesser
  • How to Evaluate Competencies in Game-Based Learning Systems Automatically?
  • Pradeepa Thomas, Jean-Marc Labat, Mathieu Muratet and Amel Yessad
  • Sense Making Alone Doesn't Do It: Fluency Matters Too! ITS Support for Robust Learning with Multiple Representations
  • Martina A. Rau, Vincent Aleven, Nikol Rummel and Stacie Rohrbach
  • Developing an Embodied Pedagogical Agent with and for Young People with Autism Spectrum Disorder
  • Beate Grawemeyer, Hilary Johnson, Mark Brosnan, Emma Ashwin and Laura Benton
  • WEBsistments: Enabling an Intelligent Tutoring System to Excel at Explaining Rather Than Coaching
  • Yue Gong, Joseph E. Beck and Neil T. Heffernan
  • Automated Approaches for Detecting Integration in Student Essays
  • Simon Hughes, Peter Hastings, Joseph Magliano, Susan Goldman and Kimberly Lawless
  • On the WEIRD Nature of ITS/AIED Conferences
  • A 10 Year Longitudinal Study Analyzing Potential Cultural Biases
  • Emmanuel G. Blanchard
  • Goal-Oriented Conceptualization of Procedural Knowledge
  • Multi-paradigm Generation of Tutoring Feedback in Robotic Arm Manipulation Training
  • Martin Možina, Matej Guid, Aleksander Sadikov, Vida Groznik and Ivan Bratko
  • Context-Dependent Help for Novices Acquiring Conceptual Systems Knowledge in DynaLearn
  • Wouter Beek and Bert Bredeweg
  • Philippe Fournier-Viger, Roger Nkambou, André Mayers, Engelbert Mephu-Nguifo and Usef Faghihi
  • User-Centered Design of a Teachable Robot
  • Erin Walker and Winslow Burleson
  • An Intelligent Tutoring and Interactive Simulation Environment for Physics Learning
  • Lakshman S. Myneni and N. Hari Narayanan
  • Guru: A Computer Tutor That Models Expert Human Tutors
  • Andrew M. Olney, Sidney D'Mello, Natalie Person, Whitney Cade and Patrick Hays, et al.
  • Identification and Classification of the Most Important Moments from Students' Collaborative Discourses
  • Costin-Gabriel Chiru and Stefan Trausan-Matu
  • When Less Is More: Focused Pruning of Knowledge Bases to Improve Recognition of Student Conversation
  • Mark Floryan, Toby Dragon and Beverly Park Woolf
  • Coordinating Multi-dimensional Support in Collaborative Conversational Agents
  • David Adamson and Carolyn Penstein Rosé
  • Textual Complexity and Discourse Structure in Computer-Supported Collaborative Learning
  • Stefan Trausan-Matu, Mihai Dascalu and Philippe Dessus
  • Using Information Extraction to Generate Trigger Questions for Academic Writing Support
  • Ming Liu and Rafael A. Calvo
  • Towards an Ontology-Based System to Improve Usability in Collaborative Learning Environments
  • Endhe Elias, Dalgoberto Miquilino, Ig Ibert Bittencourt, Thyago Tenório and Rafael Ferreira, et al.
  • Program Representation for Automatic Hint Generation for a Data-Driven Novice Programming Tutor
  • Wei Jin, Tiffany Barnes, John Stamper, Michael John Eagle and Matthew W. Johnson, et al.
  • Exploring Quality of Constraints for Assessment in Problem Solving Environments
  • Jaime Galvez Cordero, Eduardo Guzman De Los Riscos and Ricardo Conejo Muñoz
  • Can Soft Computing Techniques Enhance the Error Diagnosis Accuracy for Intelligent Tutors?
  • Nguyen-Thinh Le and Niels Pinkwart
  • Clustered Knowledge Tracing
  • Zachary A. Pardos, Shubhendu Trivedi, Neil T. Heffernan and Gábor N. Sárközy
  • Preferred Features of Open Learner Models for University Students
  • Susan Bull
  • Do Your Eyes Give It Away? Using Eye Tracking Data to Understand Students' Attitudes towards Open Student Model Representations
  • Moffat Mathews, Antonija Mitrovic, Bin Lin, Jay Holland and Neville Churcher
  • Fuzzy Logic Representation for Student Modelling
  • Case Study on Geometry
  • Gagan Goel, Sébastien Lallé and Vanda Luengo
  • Content Learning Analysis Using the Moment-by-Moment Learning Detector
  • Learning to Tutor Like a Tutor: Ranking Questions in Context
  • Sujith M. Gowda, Zachary A. Pardos and Ryan S.J.D. Baker
  • Towards Automatically Detecting Whether Student Learning Is Shallow
  • Ryan S.J.D. Baker, Sujith M. Gowda, Albert T. Corbett and Jaclyn Ocumpaugh
  • Item to Skills Mapping: Deriving a Conjunctive Q-matrix from Data
  • Michel C. Desmarais, Behzad Beheshti and Rhouma Naceur
  • The Role of Sub-problems: Supporting Problem Solving in Narrative-Centered Learning Environments
  • Lucy R. Shores, Kristin F. Hoffmann, John L. Nietfeld and James C. Lester
  • Lee Becker, Martha Palmer, Sarel van Vuuren and Wayne Ward
  • Analysis of a Simple Model of Problem Solving Times
  • Petr Jarušek and Radek Pelánek
  • Modelling and Optimizing the Process of Learning Mathematics
  • Tanja Käser, Alberto Giovanni Busetto, Gian-Marco Baschera, Juliane Kohn and Karin Kucian, et al.
  • The Student Skill Model
  • Yutao Wang and Neil T. Heffernan
  • Exploring Two Strategies for Teaching Procedures
  • Antonija Mitrovic, Moffat Mathews and Jay Holland
  • Relating Student Performance to Action Outcomes and Context in a Choice-Rich Learning Environment
  • James R. Segedy, John S. Kinnebrew and Gautam Biswas
  • Using the MetaHistoReasoning Tool Training Module to Facilitate the Acquisition of Domain-Specific Metacognitive Strategies
  • Eric Poitras, Susanne Lajoie and Yuan-Jin Hong
  • An Indicator-Based Approach to Promote the Effectiveness of Teachers' Interventions
  • Aina Lekira, Christophe Després, Pierre Jacoboni and Dominique Py
  • Limiting the Number of Revisions while Providing Error-Flagging Support during Tests
  • Amruth N. Kumar
  • Exploring Inquiry-Based Problem-Solving Strategies in Game-Based Learning Environments
  • Towards Academically Productive Talk Supported by Conversational Agents
  • Gregory Dyke, David Adamson, Iris Howley and Carolyn Penstein Rosé
  • Jennifer Sabourin, Jonathan Rowe, Bradford W. Mott and James C. Lester
  • Real-Time Narrative-Centered Tutorial Planning for Story-Based Learning
  • Seung Y. Lee, Bradford W. Mott and James C. Lester
  • An Interactive Teacher's Dashboard for Monitoring Groups in a Multi-tabletop Learning Environment
  • Roberto Martinez Maldonado, Judy Kay, Kalina Yacef and Beat Schwendimann
  • Efficient Cross-Domain Learning of Complex Skills
  • Nan Li, William W. Cohen and Kenneth R. Koedinger
  • Predicting Learner's Project Performance with Dialogue Features in Online Q & A Discussions
  • Jaebong Yoo and Jihie Kim
  • Interventions to Regulate Confusion during Learning
  • Blair Lehman, Sidney D'Mello and Arthur Graesser
  • Using Examples in Intelligent Tutoring Systems
  • Amir Shareghi Najar and Antonija Mitrovic
  • Semi-Supervised Classification of Realtime Physiological Sensor Datastreams for Student Affect Assessment in Intelligent Tutoring
  • Keith W. Brawner, Robert Sottilare and Avelino Gonzalez
  • Detection of Cognitive Strategies in Reading Comprehension Tasks
  • Terry Peckham
  • Automatic Evaluation of Learner Self-Explanations and Erroneous Responses for Dialogue-Based ITSs
  • The Effects of Adaptive Sequencing Algorithms on Player Engagement within an Online Game
  • Derek Lomas, John Stamper, Ryan Muller, Kishan Patel and Kenneth R. Koedinger
  • A Canonicalizing Model for Building Programming Tutors
  • Kelly Rivers and Kenneth R. Koedinger
  • Blair Lehman, Caitlin Mills, Sidney D'Mello and Arthur Graesser
  • Group Composition and Intelligent Dialogue Tutors for Impacting Students' Academic Self-efficacy
  • Iris Howley, David Adamson, Gregory Dyke, Elijah Mayfield and Jack Beuth, et al.
  • How Do They Do It? Investigating Dialogue Moves within Dialogue Modes in Expert Human Tutoring
  • Blair Lehman, Sidney D'Mello, Whitney Cade and Natalie Person
  • Building a Conversational SimStudent
  • Ryan Carlson, Victoria Keiser, Noboru Matsuda, Kenneth R. Koedinger and Carolyn Penstein Rosé
  • A Scenario Based Analysis of E-Collaboration Environments
  • Raoudha Chebil, Wided Lejouad Chaari and Stefano A. Cerri
  • Supporting Students in the Analysis of Case Studies for Ill-Defined Domains
  • Mayya Sharipova
  • Using Individualized Feedback and Guided Instruction via a Virtual Human Agent in an Introductory Computer Programming Course
  • Lorrie Lehmann, Dale-Marie Wilson and Tiffany Barnes
  • Data-Driven Method for Assessing Skill-Opportunity Recognition in Open Procedural Problem Solving Environments
  • Michael John Eagle and Tiffany Barnes
  • How Do Learners Regulate Their Emotions?
  • Amber Chauncey Strain, Sidney D'Mello and Melissa Gross
  • Developmentally Appropriate Intelligent Spatial Tutoring for Mobile Devices
  • A Model-Building Learning Environment with Explanatory Feedback to Erroneous Models
  • Tomoya Horiguchi, Tsukasa Hirashima and Kenneth D. Forbus
  • An Automatic Comparison between Knowledge Diagnostic Techniques
  • Sébastien Lallé, Vanda Luengo and Nathalie Guin
  • Melissa A. Wiederrecht and Amy C. Ulinski
  • Leveraging Game Design to Promote Effective User Behavior of Intelligent Tutoring Systems
  • Matthew W. Johnson, Tomoko Okimoto and Tiffany Barnes
  • Design of a Knowledge Base to Teach Programming
  • Dinesha Weragama and Jim Reye
  • Towards an ITS for Improving Social Problem Solving Skills of ADHD Children
  • Atefeh Ahmadi Olounabadi and Antonija Mitrovic
  • Exploring the Potential of Tabletops for Collaborative Learning
  • Michael Schubert, Sébastien George and Audrey Serna
  • Modeling the Affective States of Students Using SQL-Tutor
  • Thea Faye G. Guia, Ma. Mercedes T. Rodrigo, Michelle Marie C. Dagami, Jessica O. Sugay and Francis Jan P. Macam, et al.
  • A Cross-Cultural Comparison of Effective Help-Seeking Behavior among Students Using an ITS for Math
  • Jose Carlo A. Soriano, Ma. Mercedes T. Rodrigo, Ryan S.J.D. Baker, Amy Ogan and Erin Walker, et al.
  • Emotions during Writing on Topics That Align or Misalign with Personal Beliefs
  • Caitlin Mills and Sidney D'Mello
  • A Multiagent-Based ITS Using Multiple Viewpoints for Propositional Logic
  • Evandro Costa, Priscylla Silva, Marlos Silva, Emanuele Silva and Anderson Santos
  • The Interaction Behavior of Agents' Emotional Support and Competency on Learner Outcomes and Perceptions
  • Heather K. Holden
  • Accuracy of Tracking Student's Natural Language in Operation ARIES!, A Serious Game for Scientific Methods
  • Zhiqiang Cai, Carol Forsyth, Mae-Lynn Germany, Arthur Graesser and Keith Millis
  • Designing the Knowledge Base for a PHP Tutor
  • Dinesha Weragama and Jim Reye
  • Domain Specific Knowledge Representation for an Intelligent Tutoring System to Teach Algebraic Reasoning
  • Miguel Arevalillo-Herráez, David Arnau, José Antonio González-Calero and Aladdin Ayesh
  • The Effectiveness of a Pedagogical Agent's Immediate Feedback on Learners' Metacognitive Judgments during Learning with MetaTutor
  • Reza Feyzi-Behnagh and Roger Azevedo
  • Supporting Students in the Analysis of Case Studies for Professional Ethics Education
  • Mayya Sharipova and Gordon McCalla
  • Evaluating the Automatic Extraction of Learning Objects from Electronic Textbooks Using ErauzOnt
  • Mikel Larrañaga, Ángel Conde, Iñaki Calvo, Ana Arruarte and Jon A. Elorriaga
  • A Cognition-Based Game Platform and its Authoring Environment for Learning Chinese Characters
  • Chao-Lin Liu, Chia-Ying Lee, Wei-Jie Huang, Yu-Lin Tzeng and Chia-Ru Chou
  • Effects of Text and Visual Element Integration Schemes on Online Reading Behaviors of Typical and Struggling Readers
  • Robert P. Dolan and Sonya Powers
  • Simulation-Based Training of Ill-Defined Social Domains: The Complex Environment Assessment and Tutoring System (CEATS)
  • Benjamin D. Nye, Gnana K. Bharathy, Barry G. Silverman and Ceyhun Eksin
  • Empirical Investigation on Self Fading as Adaptive Behavior of Hint Seeking
  • Kazuhisa Miwa, Hitoshi Terai, Nana Kanzaki and Ryuichi Nakaike
  • Scripting Discussions for Elaborative, Critical Interactions
  • Oliver Scheuer, Bruce M. McLaren, Armin Weinberger and Sabine Niebuhr
  • Design Requirements of a Virtual Learning Environment for Resource Sharing
  • Nikos Barbalios, Irene Ioannidou, Panagiotis Tzionas and Stefanos Paraskeuopoulos
  • Interoperability for ITS: An Ontology of Learning Style Models
  • Judi McCuaig and Robert Gauthier
  • Skill Diaries: Can Periodic Self-assessment Improve Students' Learning with an Intelligent Tutoring System?
  • Yanjin Long and Vincent Aleven
  • An Optimal Assessment of Natural Language Student Input Using Word-to-Word Similarity Metrics
  • Vasile Rus and Mihai Lintean
  • Facilitating Co-adaptation of Technology and Education through the Creation of an Open-Source Repository of Interoperable Code
  • Philip I. Pavlik Jr., Jaclyn Maass, Vasile Rus and Andrew M. Olney
  • A Low-Cost Scalable Solution for Monitoring Affective State of Students in E-learning Environment Using Mouse and Keystroke Data
  • Po-Ming Lee, Wei-Hsuan Tsui and Tzu-Chien Hsiao
  • Fadable Scaffolding with Cognitive Tool
  • Impact of an Adaptive Tutorial on Student Learning
  • Fethi A. Inan, Fatih Ari, Raymond Flores, Amani Zaier and Ismahan Arslan-Ari
  • Akihiro Kashihara and Makoto Ito
  • Mediating Intelligence through Observation, Dependency and Agency in Making Construals of Malaria
  • Meurig Beynon and Will Beynon
  • Supporting Social Deliberative Skills in Online Classroom Dialogues: Preliminary Results Using Automated Text Analysis
  • Tom Murray, Beverly Park Woolf, Xiaoxi Xu, Stefanie Shipe and Scott Howard, et al.
  • Using Time Pressure to Promote Mathematical Fluency
  • Steve Ritter, Tristan Nixon, Derek Lomas, John Stamper and Dixie Ching
  • An OWL Ontology for IEEE-LOM and OBAA Metadata
  • João Carlos Gluz and Rosa M. Vicari
  • Classifying Topics of Video Lecture Contents Using Speech Recognition Technology
  • Jun Park and Jihie Kim
  • An Agent-Based Infrastructure for the Support of Learning Objects Life-Cycle
  • João Carlos Gluz, Rosa M. Vicari and Liliana M. Passerino
  • Cluster Based Feedback Provision Strategies in Intelligent Tutoring Systems
  • Sebastian Gross, Xibin Zhu, Barbara Hammer and Niels Pinkwart
  • Technology Enhanced Learning Program That Makes Thinking the Outside to Train Meta-cognitive Skill through Knowledge Co-creation Discussion
  • Kazuhisa Seta, Liang Cui, Mitsuru Ikeda and Noriyuki Matsuda
  • Open Student Models to Enhance Blended-Learning
  • Maite Martín, Ainhoa Álvarez, David Reina, Isabel Fernández-Castro and Maite Urretavizcaya, et al.
  • ZooQuest: A Mobile Game-Based Learning Application for Fifth Graders
  • Gerard Veenhof, Jacobijn Sandberg and Marinus Maris
  • Drawing-Based Modeling for Early Science Education
  • Wouter R. van Joolingen, Lars Bollen, Frank Leenaars and Hannie Gijlers
  • Learning Looping: From Natural Language to Worked Examples
  • Leigh Ann Sudol-DeLyser, Mark Stehlik and Sharon Carver
  • A Basic Model of Metacognition: A Repository to Trigger Reflection
  • Alejandro Peña Ayala, Rafael Dominguez de Leon and Riichiro Mizoguchi
  • Analyzing Affective Constructs: Emotions 'n Attitudes
  • Ivon Arroyo, David Hilton Shanabrook, Winslow Burleson and Beverly Park Woolf
  • Interactive Virtual Representations, Fractions, and Formative Feedback
  • Maria Mendiburo, Brian Sulcer, Gautam Biswas and Ted Hasselbring
  • An Intelligent System to Support Accurate Transcription of University Lectures
  • Miltiades Papadopoulos and Elaine Pearson
  • A Web Comic Strip Creator for Educational Comics with Assessable Learning Objectives
  • Multi-context Recommendation in Technology Enhanced Learning
  • Majda Maâtallah and Hassina Seridi-Bouchelaghem
  • Fotis Lazarinis and Elaine Pearson
  • A Layered Architecture for Online Lab-works: Experimentation in the Computer Science Education
  • Mohamed El Amine Bouabid, Philippe Vidal and Julien Broisin
  • A Serious Game for Teaching Conflict Resolution to Children
  • Joana Campos, Henrique Campos, Carlos Martinho and Ana Paiva
  • Towards Social Mobile Blended Learning
  • Amr Abozeid, Mohammed Abdel Razek and Claude Frasson
Control code
795710430
Dimensions
unknown
Extent
1 online resource (xxxiv, 726 pages)
File format
unknown
Form of item
online
Isbn
9783642309502
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other control number
10.1007/978-3-642-30950-2
Other physical details
illustrations (some color)
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
(OCoLC)795710430
Label
Intelligent tutoring systems : 11th international conference, ITS 2012, Chania, Crete, Greece, June 14-18, 2012 : proceedings, Stefano A. Cerri [and others]
Publication
Antecedent source
unknown
Bibliography note
Includes bibliographical references and index
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Measuring Learners' Co-Occurring Emotional Responses during Their Interaction with a Pedagogical Agent in MetaTutor
  • Jason M. Harley, François Bouchet and Roger Azevedo
  • Visualization of Student Activity Patterns within Intelligent Tutoring Systems
  • David Hilton Shanabrook, Ivon Arroyo, Beverly Park Woolf and Winslow Burleson
  • Toward a Machine Learning Framework for Understanding Affective Tutorial Interaction
  • Joseph F. Grafsgaard, Kristy Elizabeth Boyer and James C. Lester
  • Exploring Relationships between Learners' Affective States, Metacognitive Processes, and Learning Outcomes
  • Amber Chauncey Strain, Roger Azevedo and Sidney D'Mello
  • Mental Workload, Engagement and Emotions: An Exploratory Study for Intelligent Tutoring Systems
  • Maher Chaouachi and Claude Frasson
  • Implicit Strategies for Intelligent Tutoring Systems
  • Real-Time Monitoring of ECG and GSR Signals during Computer-Based Training
  • Keith W. Brawner and Benjamin S. Goldberg
  • Imène Jraidi, Pierre Chalfoun and Claude Frasson
  • Rudeness and Rapport: Insults and Learning Gains in Peer Tutoring
  • Amy Ogan, Samantha Finkelstein, Erin Walker, Ryan Carlson and Justine Cassell
  • On Pedagogical Effects of Learner-Support Agents in Collaborative Interaction
  • Yugo Hayashi
  • Exploration of Affect Detection Using Semantic Cues in Virtual Improvisation
  • Li Zhang
  • Noboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada and Gabriel Stylianides, et al.
  • An Analysis of Attention to Student -- Adaptive Hints in an Educational Game
  • Mary Muir and Cristina Conati
  • Serious Game and Students' Learning Motivation: Effect of Context Using Prog & Play
  • Mathieu Muratet, Elisabeth Delozanne, Patrice Torguet and Fabienne Viallet
  • Exploring the Effects of Prior Video-Game Experience on Learner's Motivation during Interactions with HeapMotiv
  • Lotfi Derbali and Claude Frasson
  • A Design Pattern Library for Mutual Understanding and Cooperation in Serious Game Design
  • Bertrand Marne, John Wisdom, Benjamin Huynh-Kim-Bang and Jean-Marc Labat
  • Predicting Student Self-regulation Strategies in Game-Based Learning Environments
  • Categorical vs. Dimensional Representations in Multimodal Affect Detection during Learning
  • Jennifer Sabourin, Lucy R. Shores, Bradford W. Mott and James C. Lester
  • Md. Sazzad Hussain, Hamed Monkaresi and Rafael A. Calvo
  • Cognitive Priming: Assessing the Use of Non-conscious Perception to Enhance Learner's Reasoning Ability
  • Pierre Chalfoun and Claude Frasson
  • Math Learning Environment with Game-Like Elements: An Incremental Approach for Enhancing Student Engagement and Learning Effectiveness
  • Dovan Rai and Joseph E. Beck
  • Motivational Factors for Learning by Teaching
  • The Effect of a Competitive Game Show in a Virtual peer-Learning Environment
  • Problem Order Implications for Learning Transfer
  • Nan Li, William W. Cohen and Kenneth R. Koedinger
  • Knowledge Component Suggestion for Untagged Content in an Intelligent Tutoring System
  • Mario Karlovčec, Mariheida Córdova-Sánchez and Zachary A. Pardos
  • Automating Next-Step Hints Generation Using ASTUS
  • Luc Paquette, Jean-François Lebeau, Gabriel Beaulieu and André Mayers
  • The Effectiveness of Pedagogical Agents' Prompting and Feedback in Facilitating Co-adapted Learning with MetaTutor
  • Roger Azevedo, Ronald S. Landis, Reza Feyzi-Behnagh, Melissa Duffy and Gregory Trevors, et al.
  • Noticing Relevant Feedback Improves Learning in an Intelligent Tutoring System for Peer Tutoring
  • Erin Walker, Nikol Rummel, Sean Walker and Kenneth R. Koedinger
  • Toward Automatic Verification of Multiagent Systems for Training Simulations
  • Ning Wang, David V. Pynadath and Stacy C. Marsella
  • Using State Transition Networks to Analyze Multi-party Conversations in a Serious Game
  • Brent Morgan, Fazel Keshtkar, Ying Duan, Padraig Nash and Arthur Graesser
  • How to Evaluate Competencies in Game-Based Learning Systems Automatically?
  • Pradeepa Thomas, Jean-Marc Labat, Mathieu Muratet and Amel Yessad
  • Sense Making Alone Doesn't Do It: Fluency Matters Too! ITS Support for Robust Learning with Multiple Representations
  • Martina A. Rau, Vincent Aleven, Nikol Rummel and Stacie Rohrbach
  • Developing an Embodied Pedagogical Agent with and for Young People with Autism Spectrum Disorder
  • Beate Grawemeyer, Hilary Johnson, Mark Brosnan, Emma Ashwin and Laura Benton
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Control code
795710430
Dimensions
unknown
Extent
1 online resource (xxxiv, 726 pages)
File format
unknown
Form of item
online
Isbn
9783642309502
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other control number
10.1007/978-3-642-30950-2
Other physical details
illustrations (some color)
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
(OCoLC)795710430

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      38.944491 -92.326012
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      38.946102 -92.330125
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