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Author International Conference on Artificial Intelligence in Education (16th : 2013 : Memphis, Tenn.)

Title Artificial intelligence in education : 16th International Conference, AIED 2013, Memphis, TN, USA, July 9-13, 2013 : proceedings / H. Chad Lane [and others] (eds.)
Published Berlin ; New York : Springer, ©2013


Description 1 online resource (xxxi, 961 pages) : illustrations
Series Lecture notes in computer science, 1611-3349 ; 7926. Lecture notes in artificial intelligence
LNCS sublibrary. SL 7, Artificial intelligence
Lecture notes in computer science ; 7926. 1611-3349
Lecture notes in computer science. Lecture notes in artificial intelligence
LNCS sublibrary. SL 7, Artificial intelligence.
Contents Affective Computing and Engagement. Embodied Affect in Tutorial Dialogue: Student Gesture and Posture -- What Emotions Do Novices Experience during Their First Computer Programming Learning Session? -- Defining the Behavior of an Affective Learning Companion in the Affective Meta-tutor Project -- Exploring the Relationships between Design, Students' Affective States, and Disengaged Behaviors within an ITS -- Towards an Understanding of Affect and Knowledge from Student Interaction with an Intelligent Tutoring System -- Who Benefits from Confusion Induction during Learning? An Individual Differences Cluster Analysis -- Aligning and Comparing Data on Emotions Experienced during Learning with MetaTutor -- What Makes Learning Fun? Exploring the Influence of Choice and Difficulty on Mind Wandering and Engagement during Learning
Learning Together. Automatically Generating Discussion Questions -- Identifying Localization in Peer Reviews of Argument Diagrams -- An Automatic Approach for Mining Patterns of Collaboration around an Interactive Tabletop -- A Learning Environment That Combines Problem-Posing and Problem-Solving Activities -- ViewS in User Generated Content for Enriching Learning Environments: A Semantic Sensing Approach -- Tangible Collaborative Learning with a Mixed-Reality Game: EarthShake -- Student Modeling and Personalisation -- From a Customizable ITS to an Adaptive ITS -- Class vs. Student in a Bayesian Network Student Model -- Comparing Student Models in Different Formalisms by Predicting Their Impact on Help Success -- Individualized Bayesian Knowledge Tracing Models -- Extending Knowledge Tracing to Allow Partial Credit: Using Continuous versus Binary Nodes -- Using Learner Modeling to Determine Effective Conditions of Learning for Optimal Transfer
Open-Learner Modeling. Visualising Multiple Data Sources in an Independent Open Learner Model -- Discovering Behavior Patterns of Self-Regulated Learners in an Inquiry-Based Learning Environment -- Supporting Students' Self-Regulated Learning with an Open Learner Model in a Linear Equation Tutor -- Metacognition and Self-Regulated Learning -- Inferring Learning from Gaze Data during Interaction with an Environment to Support Self-Regulated Learning -- Teammate Relationships Improve Help-Seeking Behavior in an Intelligent Tutoring System -- Skill Diaries: Improve Student Learning in an Intelligent Tutoring System with Periodic Self-Assessment
Natural Language Processing. Feedback and Revising in an Intelligent Tutoring System for Writing Strategies -- Using Automated Indices of Cohesion to Evaluate an Intelligent Tutoring System and an Automated Writing Evaluation System -- Combining Semantic Interpretation and Statistical Classification for Improved Explanation Processing in a Tutorial Dialogue System -- Pedagogical Agents. Can Preschoolers Profit from a Teachable Agent Based Play-and-Learn Game in Mathematics? -- Designing a Tangible Learning Environment with a Teachable Agent -- The Effects of a Pedagogical Agent for Informal Science Education on Learner Behaviors and Self-efficacy -- Designed Learning Activities. Differential Impact of Learning Activities Designed to Support Robust Learning in the Genetics Cognitive Tutor -- Complementary Effects of Sense-Making and Fluency-Building Support for Connection Making: A Matter of Sequence? -- Examples and Tutored Problems: How Can Self-Explanation Make a Difference to Learning?
Educational Games and Narrative. Improving the Efficiency of Automatic Knowledge Generation through Games and Simulations -- Expectations of Technology: A Factor to Consider in Game-Based Learning Environments -- Personalizing Embedded Assessment Sequences in Narrative-Centered Learning Environments: A Collaborative Filtering Approach -- Educational Data Mining. ReaderBench, an Environment for Analyzing Text Complexity and Reading Strategies -- Cluster-Based Prediction of Mathematical Learning Patterns -- Integrating Perceptual Learning with External World Knowledge in a Simulated Student -- Using the Ecological Approach to Create Simulations of Learning Environments -- Using Data-Driven Discovery of Better Student Models to Improve Student Learning -- Wheel-Spinning: Students Who Fail to Master a Skill -- A Matrix Factorization Method for Mapping Items to Skills and for Enhancing Expert-Based Q-Matrices -- Assessment and Evaluation. Maximum Clique Algorithm for Uniform Test Forms Assembly -- The Effect of Interaction Granularity on Learning with a Data Normalization Tutor -- Revealing the Learning in Learning Curves
Outreach and Scaling Up. Deliberate System-Side Errors as a Potential Pedagogic Strategy for Exploratory Virtual Learning Environments -- The Effects of Culturally Congruent Educational Technologies on Student Achievement -- ITS and the Digital Divide: Trends, Challenges, and Opportunities -- Feedback and Scaffolding. A Hypergraph Based Framework for Intelligent Tutoring of Algebraic Reasoning -- Learner Differences and Hint Content -- Guided Skill Practice as an Adaptive Scaffolding Strategy in Open-Ended Learning Environments -- Intelligent Augmented Reality Training for Assembly Tasks -- Invited Talks. Users at the Center of Designing Informal Learning Experiences -- Games, Motivation, and Integrating Intuitive and Formal Understanding -- Lessons from Project LISTEN: What Have We Learned from a Reading Tutor That Listens? -- Industry and Innovation Track -- The AIED Industry and Innovation Track -- Drill Evaluation for Training Procedural Skills -- Adaptive Assessment in an Instructor-Mediated System
Posters. Development of an Affect-Sensitive Agent for Aplusix -- Assessment and Learning of Qualitative Physics in Newton's Playground -- The PHP Intelligent Tutoring System -- The Interplay between Affect and Engagement in Classrooms Using AIED Software -- Towards Automated Analysis of Student Arguments -- Automatic Detection of Concepts from Problem Solving Times -- Educational Potentials in Visually Androgynous Pedagogical Agents -- Plan Recognition for ELEs Using Interleaved Temporal Search -- ExploreIT! An Adaptive Tutor in an Informal Learning Environment -- Diagnosing Errors from Off-Path Steps in Model-Tracing Tutors -- Understanding the Difficulty Factors for Learning Materials: A Qualitative Study -- Mobile Testing for Authentic Assessment in the Field -- Field Observations of Engagement in Reasoning Mind -- Analyzer of Sentence Card Set for Learning by Problem-Posing -- Modelling Domain-Specific Self-regulatory Activities in Clinical Reasoning -- Pilot Test of a Natural-Language Tutoring System for Physics That Simulates the Highly Interactive Nature of Human Tutoring
Authoring Expert Knowledge Bases for Intelligent Tutors through Crowdsourcing -- Towards Providing Feedback to Students in Absence of Formalized Domain Models -- Enhancing In-Museum Informal Learning by Augmenting Artworks with Gesture Interactions and AIED Paradigms -- Measuring Procedural Knowledge in Problem Solving Environments with Item Response Theory -- Analysis of Emotion and Engagement in a STEM Alternate Reality Game -- Higher Automated Learning through Principal Component Analysis and Markov Models -- Evaluation of a Meta-tutor for Constructing Models of Dynamic Systems -- Identification of Effective Learning Behaviors -- Modeling the Process of Online Q & A Discussions Using a Dialogue State Model -- An Authoring Tool for Semi-automatic Generation of Self-assessment Exercises -- Open Learner Models to Support Reflection on Brainstorming at Interactive Tabletops -- Predicting Low vs. High Disparity between Peer and Expert Ratings in Peer Reviews of Physics Lab Reports
Linguistic Content Analysis as a Tool for Improving Adaptive Instruction -- Situational Interest and Informational Text Comprehension: A Game-Based Learning Perspective -- Learner-Created Scenario for Investigative Learning with Web Resources -- Towards Identifying Students' Causal Reasoning Using Machine Learning -- Social Personalized Adaptive E-Learning Environment: Topolor -- Implementation and Evaluation -- Adaptive Testing Based on Bayesian Decision Theory -- Trust-Based Recommendations for Scientific Papers Based on the Researcher's Current Interest -- Modelling Students' Knowledge of Ethics -- System Comparisons: Is There Life after Null? -- Question Generation and Adaptation Using a Bayesian Network of the Learner's Achievements -- Towards Empathic Virtual and Robotic Tutors -- Can Online Peer-Review Systems Support Group Mentorship? -- Emotions Detection from Math Exercises by Combining Several Data Sources -- Illustrations or Graphs: Some Students Benefit from One over the Other
Prosodic Entrainment and Tutoring Dialogue Success -- Assistance in Building Student Models Using Knowledge Representation and Machine Learning -- Tracking and Dynamic Scenario Adaptation System in Virtual Environment -- How to Use Multiple Graphical Representations to Support Conceptual Learning? Research-Based Principles in the Fractions Tutor -- Using HCI Task Modeling Techniques to Measure How Deeply Students Model -- Auto-scoring Discovery and Confirmation Bias in Interpreting Data during Science Inquiry in a Microworld -- A Teaching-Style Based Social Network for Didactic Building and Sharing -- Turn-Taking Behavior in a Human Tutoring Corpus -- An Automatic Marking System for Interactive Exercises on Blind Search Algorithms -- Game Penalties Decrease Learning and Interest -- An Evaluation of the Effectiveness of Just-In-Time Hints -- Repairing Deactivating Negative Emotions with Student Progress Pages -- Searching for Predictors of Learning Outcomes in Non Abstract Eye Movement Logs
Erroneous Examples as Desirable Difficulty -- Repairing Disengagement in Collaborative Dialogue for Game-Based Learning -- An Exploration of Text Analysis Methods to Identify Social Deliberative Skill -- Impact of Different Pedagogical Agents' Adaptive Self-regulated Prompting Strategies on Learning with MetaTutor -- Class Distinctions: Leveraging Class-Level Features to Predict Student Retention Performance -- Estimating the Effect of Web-Based Homework -- A Markov Decision Process Model of Tutorial Intervention in Task-Oriented Dialogue -- Didactic Galactic: Types of Knowledge Learned in a Serious Game -- A Comparison of Two Different Methods to Individualize Students and Skills -- On the Benefits (or Not) of a Clustering Algorithm in Student Tracking -- Programming Pathways: A Technique for Analyzing Novice Programmers' Learning Trajectories -- Knowledge Maximizer: Concept-Based Adaptive Problem Sequencing for Exam Preparation -- Worked Out Examples in Computer Science Tutoring -- Student Coding Styles as Predictors of Help-Seeking Behavior -- Search-Based Estimation of Problem Difficulty for Humans -- Using Semantic Proximities to Control Contextualized Activities during Museum Visits
Young Researchers Track. Towards Evaluating and Modelling the Impacts of Mobile-Based Augmented Reality Applications on Learning and Engagement -- An Intelligent Tutoring System to Teach Debugging -- Mobile Adaptive Communication Support for Vocabulary Acquisition -- Utilizing Concept Mapping in Intelligent Tutoring Systems -- Discrepancy-Detection in Virtual Learning Environments for Young Children with ASC -- Towards an Integrative Computational Foundation for Applied Behavior Analysis in Early Autism Interventions -- Adaptive Scaffolds in Open-Ended Learning Environments -- Sorry, I Must Have Zoned Out: Tracking Mind Wandering Episodes in an Interactive Learning Environment -- Intelligent Tutoring Systems for Collaborative Learning: Enhancements to Authoring Tools -- Towards Automated Detection and Regulation of Affective States During Academic Writing -- Programming with Your Heart on Your Sleeve: Analyzing the Affective States of Computer Programming Students -- Supporting Lifelong Learning: Recommending Personalized Sources of Assistance to Graduate Students -- Conceptual Scaffolding to Check One's Procedures -- A Computational Thinking Approach to Learning Middle School Science -- Modes and Mechanisms of Game-Like Interventions in Computer Tutors
Interactive Events. Interactive Event: The Rimac Tutor -- A Simulation of the Highly Interactive Nature of Human Tutorial Dialogue -- AutoTutor 2013: Conversation-Based Online Intelligent Tutoring System with Rich Media (Interactive Event) -- Interactive Event: Enabling Vocabulary Acquisition while Providing Mobile Communication Support -- Authoring Problem-Solving ITS with ASTUS: An Interactive Event -- Interactive Event: From a Virtual Village to an Open Learner Model with Next-TELL -- Interactive Event Visualization of Students' Activities Using ELEs -- AutoMentor: Artificial Intelligent Mentor in Educational Game -- Practical Ultra-Portable Intelligent Tutoring Systems(PUPITS): An Interactive Event
Workshops. 2nd Workshop on Intelligent Support for Learning in Groups -- Towards the Development of a Generalized Intelligent Framework for Tutoring (GIFT) -- Formative Feedback in Interactive Learning Environments -- The First Workshop on AI-supported Education for Computer Science (AIEDCS) -- The Fourth International Workshop on Culturally-Aware Tutoring Systems -- First Annual Workshop on Massive Open Online Courses -- Cross-Cultural Differences and Learning Technologies for the Developing World -- Workshop on Scaffolding in Open-Ended Learning Environments (OELEs) -- AIED 2013 Simulated Learners Workshop -- Workshop on Self-Regulated Learning in Educational Technologies (SRL@ET): Supporting, Modeling, Evaluating, and Fostering Metacognition with Computer-Based Learning Environments
Summary This book constitutes the refereed proceedings of the 16th International Conference on Artificial Intelligence in Education, AIED 2013, held in Memphis, TN, USA in July 2013. The 55 revised full papers presented together with 73 poster presentations were carefully reviewed and selected from a total of 168 submissions. The papers are arranged in sessions on student modeling and personalization, open-learner modeling, affective computing and engagement, educational data mining, learning together (collaborative learning and social computing), natural language processing, pedagogical agents, metacognition and self-regulated learning, feedback and scaffolding, designed learning activities, educational games and narrative, and outreach and scaling up
Analysis Computer science
Artificial intelligence
Computers and Education
User Interfaces and Human Computer Interaction
Information Systems Applications (incl. Internet)
Educational Technology
Bibliography Includes bibliographical references and author index
Notes English
Online resource; title from PDF title page (SpringerLink, viewed July 19, 2013)
In Springer eBooks
Subject Artificial intelligence -- Educational applications -- Congresses
Computer-assisted instruction -- Congresses
Intelligent tutoring systems -- Congresses
Artificial Intelligence
Electronic Data Processing
Psychology, Educational
Artificial intelligence -- Educational applications.
Computer-assisted instruction.
Intelligent tutoring systems.
artificial intelligence.
Genre/Form Electronic books
Conference papers and proceedings.
Conference papers and proceedings.
Actes de congrès.
Form Electronic book
Author Lane, H. Chad
ISBN 9783642391125
Other Titles AIED 2013