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9. ITS 2008: Montreal, Canada
- Beverly Park Woolf, Esma Aïmeur, Roger Nkambou, Susanne P. Lajoie:
Intelligent Tutoring Systems, 9th International Conference, ITS 2008, Montreal, Canada, June 23-27, 2008, Proceedings. Lecture Notes in Computer Science 5091, Springer 2008, ISBN 978-3-540-69130-3
Keynote Speaker Abstracts
- Allan M. Collins:
Rethinking Education in the Age of Technology. 1-2 - Judy Kay:
Life-Long Learning, Learner Models and Augmented Cognition. 3-5 - Alan M. Lesgold:
Intelligent Training Systems: Lessons Learned from Building Before It Is Time. 6 - Kurt VanLehn:
The Interaction Plateau: Answer-Based Tutoring < Step-Based Tutoring = Natural Tutoring. 7 - Julita Vassileva:
Social Learning Environments: New Challenges for AI in Education. 8
Emotion and Affect
- Sidney K. D'Mello, Roger Taylor, Kelly Davidson, Arthur C. Graesser:
Self Versus Teacher Judgments of Learner Emotions During a Tutoring Session with AutoTutor. 9-18 - Konstantin Zakharov, Antonija Mitrovic, Lucy Johnston
:
Towards Emotionally-Intelligent Pedagogical Agents. 19-28 - Toby Dragon, Ivon Arroyo, Beverly Park Woolf, Winslow Burleson, Rana El Kaliouby, Hoda Eydgahi:
Viewing Student Affect and Learning through Classroom Observation and Physical Sensors. 29-39 - Ma. Mercedes T. Rodrigo
Comparing Learners' Affect While Using an Intelligent Tutoring System and a Simulation Problem Solving Game. 40-49 - Blair Lehman, Melanie Matthews, Sidney K. D'Mello, Natalie K. Person:
What Are You Feeling? Investigating Student Affective States During Expert Human Tutoring Sessions. 50-59 - Katherine Forbes-Riley, Diane J. Litman, Mihai Rotaru:
Responding to Student Uncertainty During Computer Tutoring: An Experimental Evaluation. 60-69
Tutor Evaluation
- Marina Lepp:
How Does an Intelligent Learning Environment with Novel Design Affect the Students' Learning Results?. 70-79 - Davide Fossati, Barbara Di Eugenio, Christopher W. Brown, Stellan Ohlsson:
Learning Linked Lists: Experiments with the iList System. 80-89 - Niels Pinkwart, Collin F. Lynch, Kevin D. Ashley, Vincent Aleven:
Re-evaluating LARGO in the Classroom: Are Diagrams Better Than Text for Teaching Argumentation Skills?. 90-100 - Élisabeth Delozanne, Dominique Prévit, Brigitte Grugeon, Françoise Chenevotot:
Automatic Multi-criteria Assessment of Open-Ended Questions: A Case Study in School Algebra. 101-110 - Noboru Matsuda, William W. Cohen, Jonathan Sewall, Gustavo Lacerda, Kenneth R. Koedinger:
Why Tutored Problem Solving May be Better Than Example Study: Theoretical Implications from a Simulated-Student Study. 111-121 - Xiaonan Zhang, Jack Mostow, Joseph E. Beck:
A Case Study Empirical Comparison of Three Methods to Evaluate Tutorial Behaviors. 122-131
Student Modeling
- Alice Kerly, Susan Bull
Children's Interactions with Inspectable and Negotiated Learner Models. 132-141 - Nicolas van Labeke
Using Similarity Metrics for Matching Lifelong Learners. 142-151 - Chi-Jen Lin, Chih-Yueh Chou, Tak-Wai Chan:
Developing a Computer-Supported Tutoring Interaction Component with Interaction Data Reuse. 152-161
Machine Learning
- Ya'akov Gal
Towards Collaborative Intelligent Tutors: Automated Recognition of Users' Strategies. 162-172 - Rodney D. Nielsen, Wayne H. Ward, James H. Martin
Automatic Generation of Fine-Grained Representations of Learner Response Semantics. 173-183 - Merlin Suarez, Raymund Sison:
Automatic Construction of a Bug Library for Object-Oriented Novice Java Programmer Errors. 184-193
Authoring Tools
- Brent Martin, Antonija Mitrovic:
Helping Teachers Build ITS with Domain Schema. 194-203 - Stephen Blessing, Stephen B. Gilbert:
Evaluating an Authoring Tool for Model-Tracing Intelligent Tutoring Systems. 204-215 - Turadg Aleahmad
Open Community Authoring of Targeted Worked Example Problems. 216-227 - Vu Le, Gheorghe Tecuci, Mihai Boicu:
Agent Shell for the Development of Tutoring Systems for Expert Problem Solving Knowledge. 228-238
Tutor Feedback and Intervention
- Kristy Elizabeth Boyer, Robert Phillips, Michael D. Wallis, Mladen A. Vouk, James C. Lester:
Balancing Cognitive and Motivational Scaffolding in Tutorial Dialogue. 239-249 - Devon K. Barrow, Antonija Mitrovic, Stellan Ohlsson, Michael Grimley:
Assessing the Impact of Positive Feedback in Constraint-Based Tutors. 250-259 - Amy M. Witherspoon, Roger Azevedo, Sidney K. D'Mello:
The Dynamics of Self-regulatory Processes within Self-and Externally Regulated Learning Episodes During Complex Science Learning with Hypermedia. 260-269 - Ning Wang, W. Lewis Johnson:
The Politeness Effect in an Intelligent Foreign Language Tutoring System. 270-280 - Nancy Milik, Antonija Mitrovic, Michael Grimley:
Investigating the Relationship between Spatial Ability and Feedback Style in ITSs. 281-290 - Shahida M. Parvez, Glenn D. Blank:
Individualizing Tutoring with Learning Style Based Feedback. 291-301 - Longkai Wu, Chee-Kit Looi:
Use of Agent Prompts to Support Reflective Interaction in a Learning-by-Teaching Environment. 302-311 - Mikaël Fortin, Jean-François Lebeau, Amir Abdessemed, François Courtemanche, André Mayers:
A Standard Method of Developing User Interfaces for a Generic ITS Framework. 312-322
Data Mining
- Oliver Scheuer, Bruce M. McLaren:
Helping Teachers Handle the Flood of Data in Online Student Discussions. 323-332 - Jan Miksatko, Bruce M. McLaren:
What's in a Cluster? Automatically Detecting Interesting Interactions in Student E-Discussions. 333-342 - Jihie Kim, Erin Shaw, Sujith Ravi, Erin Tavano, Aniwat Arromratana, Pankaj Sarda:
Scaffolding On-Line Discussions with Past Discussions: An Analysis and Pilot Study of PedaBot. 343-352 - Joseph E. Beck, Jack Mostow:
How Who Should Practice: Using Learning Decomposition to Evaluate the Efficacy of Different Types of Practice for Different Types of Students. 353-362 - Moffat Mathews, Tanja Mitrovic:
How Does Students' Help-Seeking Behaviour Affect Learning?. 363-372 - Tiffany Barnes, John C. Stamper
Toward Automatic Hint Generation for Logic Proof Tutoring Using Historical Student Data. 373-382 - Joseph E. Beck, Kai-min Chang, Jack Mostow, Albert T. Corbett:
Does Help Help? Introducing the Bayesian Evaluation and Assessment Methodology. 383-394 - Roger Nkambou, Engelbert Mephu Nguifo
Using Knowledge Discovery Techniques to Support Tutoring in an Ill-Defined Domain. 395-405 - Ryan Shaun Joazeiro de Baker, Albert T. Corbett, Vincent Aleven:
More Accurate Student Modeling through Contextual Estimation of Slip and Guess Probabilities in Bayesian Knowledge Tracing. 406-415
E-Learning and Web-Based ITS
- Erica Melis, Arndt Faulhaber, Anja Eichelmann, Susanne Narciss
Interoperable Competencies Characterizing Learning Objects in Mathematics. 416-425 - Leena M. Razzaq, Michael Mendicino, Neil T. Heffernan:
Comparing Classroom Problem-Solving with No Feedback to Web-Based Homework Assistance. 426-437 - Hicham Hage, Esma Aïmeur:
Harnessing Learner's Collective Intelligence: A Web2.0 Approach to E-Learning. 438-447 - Amal Zouaq, Roger Nkambou, Claude Frasson:
Bridging the Gap between ITS and eLearning: Towards Learning Knowledge Objects. 448-458
Natural Language Techniques and Dialogue
- Arthur Ward, Diane J. Litman:
Semantic Cohesion and Learning. 459-469 - Whitney L. Cade, Jessica L. Copeland, Natalie K. Person, Sidney K. D'Mello:
Dialogue Modes in Expert Tutoring. 470-479 - Federico Tajariol, Jean-Michel Adam, Michel Dubois:
Seeing the Face and Observing the Actions: The Effects of Nonverbal Cues on Mediated Tutoring Dialogue. 480-489 - Scott W. McQuiggan, Jennifer L. Robison, James C. Lester:
Affective Transitions in Narrative-Centered Learning Environments. 490-499 - Anagha Kulkarni, Michael Heilman, Maxine Eskénazi, Jamie Callan:
Word Sense Disambiguation for Vocabulary Learning. 500-509
Narrative Tutors and Games
- Scott W. McQuiggan, Julius Goth, Eunyoung Ha, Jonathan P. Rowe, James C. Lester:
Student Note-Taking in Narrative-Centered Learning Environments: Individual Differences and Learning Effects. 510-519 - W. Lewis Johnson, Shumin Wu:
Assessing Aptitude for Learning with a Serious Game for Foreign Language and Culture. 520-529 - Scott W. McQuiggan, Jonathan P. Rowe, Sunyoung Lee, James C. Lester:
Story-Based Learning: The Impact of Narrative on Learning Experiences and Outcomes. 530-539
Semantic Web and Ontology
- Pedro J. Muñoz Merino
An Architecture for Combining Semantic Web Techniques with Intelligent Tutoring Systems. 540-550 - Aude Dufresne, Mohamed Rouatbi, Fethi Guerdelli:
The Use of Ontologies to Structure and Support Interactions in LOR. 551-562 - Jelena Jovanovic, Carlo Torniai, Dragan Gasevic, Scott Bateman
Leveraging the Social Semantic Web in Intelligent Tutoring Systems. 563-572 - Yusuke Hayashi, Jacqueline Bourdeau, Riichiro Mizoguchi:
Structurization of Learning/Instructional Design Knowledge for Theory-Aware Authoring Systems. 573-582 - Hameedullah Kazi, Peter Haddawy, Siriwan Suebnukarn:
Expanding the Plausible Solution Space for Robustness in an Intelligent Tutoring System. 583-592
Cognitive Models
- Philip I. Pavlik, Thomas Bolster, Sue-mei Wu, Kenneth R. Koedinger, Brian MacWhinney:
Using Optimally Selected Drill Practice to Train Basic Facts. 593-602 - Min Chi, Kurt VanLehn:
Eliminating the Gap between the High and Low Students through Meta-cognitive Strategy Instruction. 603-613 - Hogyeong Jeong, Amit Gupta, Rod D. Roscoe, John Wagster, Gautam Biswas, Daniel L. Schwartz:
Using Hidden Markov Models to Characterize Student Behaviors in Learning-by-Teaching Environments. 614-625 - Erin Walker, Nikol Rummel
To Tutor the Tutor: Adaptive Domain Support for Peer Tutoring. 626-635
Collaboration
- Robert G. M. Hausmann, Brett van de Sande, Kurt VanLehn:
Shall We Explain? Augmenting Learning from Intelligent Tutoring Systems and Peer Collaboration. 636-645 - Seiji Isotani
Theory-Driven Group Formation through Ontologies. 646-655
Poster Papers
- Michael Heilman, Maxine Eskénazi:
Self-assessment in Vocabulary Tutoring. 656-658 - Christine M. Feeney, Michael Heilman:
Automatically Generating and Validating Reading-Check Questions. 659-661 - Stephan Repp, Andreas Groß, Christoph Meinel:
Dynamic Browsing of Audiovisual Lecture Recordings Based on Automated Speech Recognition. 662-664 - Mahmoud Neji, Mohamed Ben Ammar
Agent-Based Framework for Affective Intelligent Tutoring Systems. 665-667 - Jacob Whitehill, Marian Stewart Bartlett, Javier R. Movellan:
Measuring the Perceived Difficulty of a Lecture Using Automatic Facial Expression Recognition. 668-670 - Pamela W. Jordan
Minimal Feedback During Tutorial Dialogue. 671-673 - Susan Bull
Can Students Edit Their Learner Model Appropriately?. 674-676 - Bruce M. McLaren, Sung-Joo Lim, Kenneth R. Koedinger:
When Is Assistance Helpful to Learning? Results in Combining Worked Examples and Intelligent Tutoring. 677-680 - Mohd M. Anwar, Jim E. Greer:
Enabling Reputation-Based Trust in Privacy-Enhanced Learning Systems. 681-683 - Brent Martin:
Authoring Educational Games with Greenmind. 684-686 - Tsukasa Hirashima, Takuro Yokoyama, Masahiko Okamoto
An Experimental Use of Learning Environment for Problem-Posing as Sentence-Integration in Arithmetical Word Problems. 687-689 - Moongee Jeon, Roger Azevedo:
Automatic Analyses of Cohesion and Coherence in Human Tutorial Dialogues During Hypermedia: A Comparison among Mental Model Jumpers. 690-692 - Quincy Brown, Frank J. Lee
Interface Challenges for Mobile Tutoring Systems. 693-695 - Pascal Dugenie, Stefano A. Cerri, Philippe Lemoisson, Abdelkader Gouaïch:
Agora UCS Ubiquitous Collaborative Space. 696-698 - Marie Lefèvre, Nathalie Guin, Stéphanie Jean-Daubias:
Adapte, a Tool for the Teacher to Personalize Activities. 699-701 - Lucie Moulet, Olga Mariño
Framework for a Competency-Driven, Multi-viewpoint, and Evolving Learner Model. 702-705 - Jiyou Jia, Meixian Ruan:
Use Chatbot CSIEC to Facilitate the Individual Learning in English Instruction: A Case Study. 706-708 - Dimitra Tsovaltzi, Bruce M. McLaren, Nikol Rummel
Using an Adaptive Collaboration Script to Promote Conceptual Chemistry Learning. 709-711 - Iness Nedji Milat, Hassina Seridi, Mokhtar Sellami:
Towards an Intelligent Emotional Detection in an E-Learning Environment. 712-714 - Andreas Harrer
How Do We Get the Pieces to Talk? An Architecture to Support Interoperability between Educational Tools. 715-718 - François Courtemanche, Mehdi Najjar, André Mayers
Cognitive Load Estimation for Optimizing Learning within Intelligent Tutoring Systems. 719-721 - Alice Kerly, Norasnita Ahmad, Susan Bull
Investigating Learner Trust in Open Learner Models Using a 'Wizard of Oz' Approach. 722-724 - Hend Madhour, Maia Wentland Forte:
Personalized Learning Path Delivery: Models and Example of Application. 725-727 - Mikel Larrañaga, Jon A. Elorriaga, Ana Arruarte Lasa:
Semi Automatic Generation of Didactic Resources from Existing Documents. 728-730 - Sowmya Ramachandran, Robert Atkinson:
An Evaluation of Intelligent Reading Tutors. 731-733 - Henri Eberspächer, Michelle Joab:
An Intelligent Web-Based Learning System for Group Collaboration Using Contracts. 734-736 - Maite Lopez-Garate, Alberto Lozano-Rodero
An Adaptive and Customizable Feedback System for Intelligent Interactive Learning Systems. 737-739 - Nabila Bousbia, Jean-Marc Labat, Amar Balla:
Detection of Learning Styles from Learner's Browsing Behavior During E-Learning Activities. 740-742 - Patrice Moguel, Pierre Tchounikine, André Tricot
Analyzing Learners' Self-organization in Terms of Co-construction, Co-operation and Co-ordination. 743-745 - Ramón Zataraín-Cabada, María Lucía Barrón-Estrada
Authoring Mobile Intelligent Tutoring Systems. 746-748 - Roxana Gheorghiu, Kurt VanLehn:
XTutor: An Intelligent Tutor System for Science and Math Based on Excel. 749-751 - Seiji Isotani
Tying Ontologies to Domain Contents for CSCL. 752-754 - Georgi Goguadze, Erica Melis:
One Exercise - Various Tutorial Strategies. 755-757 - Sung-Young Jung, Kurt VanLehn:
Bi-directional Search for Bugs: A Tool for Accelerating Knowledge Acquisition for Equation-Based Tutoring Systems. 758-762 - Ildikó Pelczer, Fernando Gamboa Rodríguez:
Design of a System for Automated Generation of Problem Fields. 763-765 - Jozsef Patvarczki, Shane F. Almeida, Joseph E. Beck, Neil T. Heffernan:
Lessons Learned from Scaling Up a Web-Based Intelligent Tutoring System. 766-770 - Ekaterina Vasilyeva, Mykola Pechenizkiy
Tailoring of Feedback in Web-Based Learning: The Role of Response Certitude in the Assessment. 771-773 - Yu Guo, Joseph E. Beck, Neil T. Heffernan:
Trying to Reduce Bottom-Out Hinting: Will Telling Student How Many Hints They Have Left Help?. 774-778 - Jana Z. Sukkarieh, Eleanor Bolge:
Leveraging C-Rater's Automated Scoring Capability for Providing Instructional Feedback for Short Constructed Responses. 779-783 - Yue Cui, Carolyn Penstein Rosé
An Authoring Tool That Facilitates the Rapid Development of Dialogue Agents for Intelligent Tutoring Systems. 784-786 - Ilusca Lima Lopes de Menezes, Claude Frasson:
Using an Emotional Intelligent Agent to Reduce Resistance to Change. 787-789 - Yue Cui, Rohit Kumar, Carolyn P. Rosé
Story Generation to Accelerate Math Problem Authoring for Practice and Assessment. 790-792 - Moonyoung Kang, Sourish Chaudhuri, Rohit Kumar, Yi-Chia Wang, Eric R. Rosé, Carolyn P. Rosé
Supporting the Guide on the SIDE. 793-795 - Hao Cen, Kenneth R. Koedinger, Brian Junker:
Comparing Two IRT Models for Conjunctive Skills. 796-798 - Amruth Kumar
The Effect of Providing Error-Flagging Support During Testing. 799-802 - Daniel Dubois, Mohamed Gaha, Roger Nkambou, Pierre Poirier:
Cognitive Tutoring System with "Consciousness". 803-806 - Sourish Chaudhuri, Rohit Kumar, Mahesh Joshi, Elon Terrell, Fred Higgs, Vincent Aleven, Carolyn Penstein Rosé
It's Not Easy Being Green: Supporting Collaborative "Green Design" Learning. 807-809 - Emmanuelle Villiot-Leclercq, Aude Dufresne:
Cognitive and Technical Artefacts for Supporting Reusing Learning Scenario Patterns. 810-812 - Françoise Le Calvez, Hélène Giroire:
Integration of a Complex Learning Object in a Web-Based Interactive Learning System. 813-815 - Christiana Panayiotou, Brandon Bennett:
Semantic Web Reasoning Tutoring Agent. 816-818 - Yasmín Hernández, Luis Enrique Sucar, Cristina Conati:
An Affective Behavior Model for Intelligent Tutors. 819-821 - Alicia Heraz, Tariq Daouda, Claude Frasson:
Decision Tree for Tracking Learner's Emotional State Predicted from His Electrical Brain Activity. 822-824 - Amy Ogan, Erin Walker, Vincent Aleven, Christopher Jones:
Toward Supporting Collaborative Discussion in an Ill-Defined Domain. 825-827
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