15. AIED 2011:
Auckland,
New Zealand
Gautam Biswas, Susan Bull, Judy Kay, Antonija Mitrovic (Eds.):
Artificial Intelligence in Education - 15th International Conference, AIED 2011, Auckland, New Zealand, June 28 - July 2011.
Lecture Notes in Computer Science 6738 Springer 2011, ISBN 978-3-642-21868-2 
Invited Talks
- Janet Metcalfe:
Metacognitively Guided Study in the Region of Proximal Learning.
1-2
- Stellan Ohlsson:
Multiple Mechanisms for Deep Learning: Overcoming Diminishing Returns in Instructional Systems.
3-4
- John Sweller:
Cognitive Load Theory and E-Learning.
5-6
Full Papers
- Alyssa Alcorn, Helen Pain, Gnanathusharan Rajendran, Tim Smith, Oliver Lemon, Kaska Porayska-Pomsta, Mary Ellen Foster, Katerina Avramides, Christopher Frauenberger, Sara Bernardini:
Social Communication between Virtual Characters and Children with Autism.
7-14
- Ari Bader-Natal, Thomas Lotze, Daniel Furr:
A Comparison of the Effects of Nine Activities within a Self-directed Learning Environment on Skill-Grained Learning.
15-22
- Ryan Shaun Joazeiro de Baker, Sujith M. Gowda, Albert T. Corbett:
Towards Predicting Future Transfer of Learning.
23-30
- Gian-Marco Baschera, Alberto Giovanni Busetto, Severin Klingler, Joachim M. Buhmann, Markus H. Gross:
Modeling Engagement Dynamics in Spelling Learning.
31-38
- Lotfi Derbali, Pierre Chalfoun, Claude Frasson:
Assessment of Learners' Attention While Overcoming Errors and Obstacles: An Empirical Study.
39-46
- Shrenik Devasani, Gregory Aist, Stephen Bruce Blessing, Stephen B. Gilbert:
Lattice-Based Approach to Building Templates for Natural Language Understanding in Intelligent Tutoring Systems.
47-54
- Benedict du Boulay:
Motivational Processes.
55-62
- Matthew W. Easterday, Vincent Aleven, Richard Scheines, Sharon M. Carver:
Using Tutors to Improve Educational Games.
63-71
- Usef Faghihi, Philippe Fournier-Viger, Roger Nkambou:
A Cognitive Tutoring Agent with Episodic and Causal Learning Capabilities.
72-80
- Katherine Forbes-Riley, Diane J. Litman:
When Does Disengagement Correlate with Learning in Spoken Dialog Computer Tutoring?
81-89
- Ilya M. Goldin, Kevin D. Ashley:
Peering Inside Peer Review with Bayesian Models.
90-97
- Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Robert Phillips, James C. Lester:
Modeling Confusion: Facial Expression, Task, and Discourse in Task-Oriented Tutorial Dialogue.
98-105
- Agneta Gulz, Magnus Haake, Annika Silvervarg:
Extending a Teachable Agent with a Social Conversation Module - Effects on Student Experiences and Learning.
106-114
- Peter Hastings, Simon Hughes, Joseph Magliano, Susan Goldman, Kim Lawless:
Text Categorization for Assessing Multiple Documents Integration, or John Henry Visits a Data Mine.
115-122
- Tsukasa Hirashima, Megumi Kurayama:
Learning by Problem-Posing for Reverse-Thinking Problems.
123-130
- M. Sazzad Hussain, Omar AlZoubi, Rafael A. Calvo, Sidney K. D'Mello:
Affect Detection from Multichannel Physiology during Learning Sessions with AutoTutor.
131-138
- G. Tanner Jackson, Kyle B. Dempsey, Danielle S. McNamara:
Short and Long Term Benefits of Enjoyment and Learning within a Serious Game.
139-146
- Amruth N. Kumar:
Error-Flagging Support and Higher Test Scores.
147-154
- H. Chad Lane, Dan Noren, Daniel Auerbach, Mike Birch, William R. Swartout:
Intelligent Tutoring Goes to the Museum in the Big City: A Pedagogical Agent for Informal Science Education.
155-162
- Seung Y. Lee, Bradford W. Mott, James C. Lester:
Modeling Narrative-Centered Tutorial Decision Making in Guided Discovery Learning.
163-170
- Blair Lehman, Sidney K. D'Mello, Amber Chauncey Strain, Melissa Gross, Allyson Dobbins, Patricia S. Wallace, Keith K. Millis, Arthur C. Graesser:
Inducing and Tracking Confusion with Contradictions during Critical Thinking and Scientific Reasoning.
171-178
- Yanjin Long, Vincent Aleven:
Students' Understanding of Their Student Model.
179-186
- Jun Ma, Jeon-Hyung Kang, Erin Shaw, Jihie Kim:
Workflow-Based Assessment of Student Online Activities with Topic and Dialogue Role Classification.
187-195
- Roberto Martínez Maldonado, James R. Wallace, Judy Kay, Kalina Yacef:
Modelling and Identifying Collaborative Situations in a Collocated Multi-display Groupware Setting.
196-204
- Maite Martín, Ainhoa Alvarez, Isabel Fernández-Castro, Maite Urretavizcaya:
Adapted Feedback Supported by Interactions of Blended-Learning Actors: A Proposal.
205-212
- Noboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada, Gabriel Stylianides, William W. Cohen, Kenneth R. Koedinger:
Learning by Teaching SimStudent - An Initial Classroom Baseline Study Comparing with Cognitive Tutor.
213-221
- Bruce M. McLaren, Seiji Isotani:
When Is It Best to Learn with All Worked Examples?
222-229
- Jack Mostow, Kai-min Chang, Jessica Nelson:
Toward Exploiting EEG Input in a Reading Tutor.
230-237
- Amy Ogan, Vincent Aleven, Christopher Jones, Julia Kim:
Persistent Effects of Social Instructional Dialog in a Virtual Learning Environment.
238-246
- Lena Pareto, Tobias Arvemo, Ylva Dahl, Magnus Haake, Agneta Gulz:
A Teachable-Agent Arithmetic Game's Effects on Mathematics Understanding, Attitude and Self-efficacy.
247-255
- Philip I. Pavlik, Michael Yudelson, Kenneth R. Koedinger:
Using Contextual Factors Analysis to Explain Transfer of Least Common Multiple Skills.
256-263
- Marieke Peeters, Karel van den Bosch, John-Jules Ch. Meyer, Mark A. Neerincx:
Scenario-Based Training: Director's Cut.
264-271
- Qifeng Qiao, Peter A. Beling:
Classroom Video Assessment and Retrieval via Multiple Instance Learning.
272-279
- Anna N. Rafferty, Emma Brunskill, Thomas L. Griffiths, Patrick Shafto:
Faster Teaching by POMDP Planning.
280-287
- Ido Roll, Vincent Aleven, Bruce M. McLaren, Kenneth R. Koedinger:
Metacognitive Practice Makes Perfect: Improving Students' Self-Assessment Skills with an Intelligent Tutoring System.
288-295
- Kevin Dela Rosa, Maxine Eskenazi:
Self-assessment of Motivation: Explicit and Implicit Indicators in L2 Vocabulary Learning.
296-303
- Maria Ofelia Clarissa Z. San Pedro, Ryan Shaun Joazeiro de Baker, Ma. Mercedes T. Rodrigo:
Detecting Carelessness through Contextual Estimation of Slip Probabilities among Students Using an Intelligent Tutor for Mathematics.
304-311
- Mike Sharples, Trevor D. Collins, Markus Feißt, Mark Gaved, Paul Mulholland, Mark Paxton, Michael Wright:
A "Laboratory of Knowledge-Making" for Personal Inquiry Learning.
312-319
- Lucy R. Shores, Jonathan P. Rowe, James C. Lester:
Early Prediction of Cognitive Tool Use in Narrative-Centered Learning Environments.
320-327
- Ravi Singh, Muhammad Saleem, Prabodha Pradhan, Cristina Heffernan, Neil T. Heffernan, Leena M. Razzaq, Matthew D. Dailey, Cristine O'Connor, Courtney Mulcahy:
Feedback during Web-Based Homework: The Role of Hints.
328-336
- Björn Sjödén, Betty Tärning, Lena Pareto, Agneta Gulz:
Transferring Teaching to Testing - An Unexplored Aspect of Teachable Agents.
337-344
- John C. Stamper, Michael Eagle, Tiffany Barnes, Marvin J. Croy:
Experimental Evaluation of Automatic Hint Generation for a Logic Tutor.
345-352
- John C. Stamper, Kenneth R. Koedinger:
Human-Machine Student Model Discovery and Improvement Using DataShop.
353-360
- Natalie B. Steinhauser, Gwendolyn E. Campbell, Leanne S. Taylor, Simon Caine, Charlie Scott, Myroslava Dzikovska, Johanna D. Moore:
Talk Like an Electrician: Student Dialogue Mimicking Behavior in an Intelligent Tutoring System.
361-368
- James M. Thomas, R. Michael Young:
Dynamic Guidance for Task-Based Exploratory Learning.
369-376
- Shubhendu Trivedi, Zachary A. Pardos, Neil T. Heffernan:
Clustering Students to Generate an Ensemble to Improve Standard Test Score Predictions.
377-384
- Erin Walker, Nikol Rummel, Kenneth R. Koedinger:
Using Automated Dialog Analysis to Assess Peer Tutoring and Trigger Effective Support.
385-393
- Amali Weerasinghe, Antonija Mitrovic, David Thomson, Pavle Mogin, Brent Martin:
Evaluating a General Model of Adaptive Tutorial Dialogues.
394-402
- Longkai Wu, Chee-Kit Looi:
A Reflective Tutoring Framework Using Question Prompts for Scaffolding of Reflection.
403-410
Posters
- Amir Abdessemed, André Mayers:
A Simple Method of Representing Reusable Strategic Knowledge for MT Tutoring.
411-413
- Sohaib Ahmed, David Parsons:
COMET: Context Ontology for Mobile Education Technology.
414-416
- Satabdi Basu, Gautam Biswas, Pratim Sengupta:
Scaffolding to Support Learning of Ecology in Simulation Environments.
417-419
- Wouter Beek, Bert Bredeweg, Sander Latour:
Context-Dependent Help for the DynaLearn Modelling and Simulation Workbench.
420-422
- Stephen Bruce Blessing, Shrenik Devasani, Stephen B. Gilbert:
Evaluation of WebxPST: A Browser-Based Authoring Tool for Problem-Specific Tutors.
423-425
- Dana May Bustos, Geoffrey Loren Chua, Richard Thomas Cruz, Jose Miguel Santos, Merlin Teodosia Suarez:
Gesture-Based Affect Modeling for Intelligent Tutoring Systems.
426-428
- Ana C. A. de Campos, Fabio N. Akhras:
Turn on the TV to turn off the TV: An Application of Adaptive Learning Television to Discuss the Television.
429-431
- Amanda Carr, Rosemary Luckin, Katerina Avramides, Nicola Yuill:
Scaffolding Metacognitive Processes in the Ecolab: Help-Seeking and Achievement Goal Orientation.
432-434
- Scotty D. Craig, Celia Anderson, Anna Bargagloitti, Arthur C. Graesser, Theresa Okwumabua, Allan Sterbinsky, Xiangen Hu:
Learning with ALEKS: The Impact of Students' Attendance in a Mathematics After-School Program.
435-437
- Scott A. Crossley, Rod Roscoe, Danielle S. McNamara:
Predicting Human Scores of Essay Quality Using Computational Indices of Linguistic and Textual Features.
438-440
- Carrie Demmans Epp, Gordon I. McCalla:
ProTutor: Historic Open Learner Models for Pronunciation Tutoring.
441-443
- Matt Dennis, Judith Masthoff, Helen Pain, Chris Mellish:
Does Self-Efficacy Matter When Generating Feedback?
444-446
- Lotfi Derbali, Claude Frasson:
Physiological Evaluation of Attention Getting Strategies during Serious Game Play.
447-449
- Nia Dowell, Sidney K. D'Mello, Caitlin Mills, Arthur C. Graesser:
Does Topic Matter? Topic Influences on Linguistic and Rubric-Based Evaluation of Writing.
450-452
- Laurens Feenstra, Vincent Aleven, Nikol Rummel, Martina A. Rau, Niels Taatgen:
Thinking with Your Hands: Interactive Graphical Representations in a Tutor for Fractions Learning.
453-455
- Chitrabharathi Ganapathy, Jeon-Hyung Kang, Erin Shaw, Jihie Kim:
Classification Techniques for Assessing Student Collaboration in Shared Wiki Spaces.
456-458
- Yusuke Hayashi, Seiji Isotani, Jacqueline Bourdeau, Riichiro Mizoguchi:
A Common Model of Didactic and Collaborative Learning for Theory-Aware Authoring Support.
459-461
- Arnon Hershkovitz, Michael Wixon, Ryan Shaun Joazeiro de Baker, Janice D. Gobert, Michael Sao Pedro:
Carelessness and Goal Orientation in a Science Microworld.
462-465
- Tsukasa Hirashima, Kazuya Yamasaki, Hiroyuki Fukuda, Hideo Funaoi:
Kit-Build Concept Map for Automatic Diagnosis.
466-468
- Jay Holland, Nilufar Baghaei, Moffat Mathews, Antonija Mitrovic:
The Effects of Domain and Collaboration Feedback on Learning in a Collaborative Intelligent Tutoring System.
469-471
- M. Sazzad Hussain, Rafael A. Calvo:
Multimodal Affect Detection from Physiological and Facial Features during ITS Interaction.
472-474
- G. Tanner Jackson, Natalie L. Davis, Danielle S. McNamara:
Students' Enjoyment of a Game-Based Tutoring System.
475-477
- Matt Johnson, Susan Bull:
Optional Finer Granularity in an Open Learner Model.
478-480
- Toshinobu Kasai, Kazuo Nagano, Riichiro Mizoguchi:
Contextualized Reflective Support in Designing Instruction Based on Both Theory and Practice.
481-483
- Michiko Kayashima, Alejandro Peña Ayala, Riichiro Mizoguchi:
Problem-Solution Process by Means of a Hierarchical Metacognitive Model.
484-486
- Jihie Kim, Yu-Han Chang, Sen Cai, Saurabh Dhupar:
Modeling Mentoring Dialogue within a Teacher Social Networking Site.
487-490
- Sunghwan Mac Kim, Rafael A. Calvo:
Sentiment-Oriented Summarisation of Peer Reviews.
491-493
- Per Ola Kristensson:
Design Dimensions of Intelligent Text Entry Tutors.
494-496
- Anuj Kumar, Pooja Reddy, Matthew Kam:
SMART: Speech-enabled Mobile Assisted Reading Technology for Word Comprehension.
497-499
- Nguyen-Thinh Le, Niels Pinkwart:
Enhancing the Error Diagnosis Capability for Constraint-Based Tutoring Systems.
500-503
- Ming Liu, Rafael A. Calvo:
Question Taxonomy and Implications for Automatic Question Generation.
504-506
- Chee-Kit Looi, Longkai Wu, Beaumie Kim, Chunyan Miao:
Agent-Mediated Immersion in Virtual World: The Implications for Science Learning.
507-509
- Maria Mendiburo, Gautam Biswas:
Virtual Manipulatives in a Computer-Based Learning Environment: How Experimental Data Informs the Design of Future Systems.
510-512
- Brent Morgan, Candice Burkett, Elizabeth Bagley, Arthur C. Graesser:
Typed versus Spoken Conversations in a Multi-party Epistemic Game.
513-515
- William R. Murray:
Statistical Relational Learning in Student Modeling for Intelligent Tutoring Systems.
516-518
- Richard Noble, Bert Bredeweg:
Use of the DynaLearn Learning Environment by Naïve Student Modelers: Implications for Automated Support.
519-521
- Mourad Ouziri, Salima Benbernou:
Learning on Semantic Social Networks: A Distributed Description Logic-Based Approach.
522-524
- Luc Paquette, Jean-François Lebeau, Jean Pierre Mbungira, André Mayers:
Generating Task-Specific Next-Step Hints Using Domain-Independent Structures.
525-527
- Dovan Rai, Joseph E. Beck:
Causal Modeling of User Data from a Math Learning Environment with Game-Like Elements.
528-530
- Peter Reimann, Susan Bull:
Facilitating Communication with Open Learner Models: A Semiotic Engineering Perspective.
531-533
- Jennifer Sabourin, Jonathan P. Rowe, Bradford W. Mott, James C. Lester:
When Off-Task is On-Task: The Affective Role of Off-Task Behavior in Narrative-Centered Learning Environments.
534-536
- Paulo Salles, Mônica M. R. Pereira, Gisele M. Feltrini, Lilian Pires, Heloisa Lima-Salles:
Evaluating the Use of Qualitative Reasoning Models in Scientific Education of Deaf Students.
537-540
- Olga C. Santos, Jesus Boticario:
TORMES Methodology to Elicit Educational Oriented Recommendations .
541-543
- Oliver Scheuer, Bruce M. McLaren, Maralee Harrell, Armin Weinberger:
Will Structuring the Collaboration of Students Improve Their Argumentation?
544-546
- James Segedy, John S. Kinnebrew, Gautam Biswas:
Investigating the Relationship between Dialogue Responsiveness and Learning in a Teachable Agent Environment.
547-549
- Soo Won Seo, Jeon-Hyung Kang, Joanna Drummond, Jihie Kim:
Using Graphical Models to Classify Dialogue Transition in Online Q&A Discussions.
550-553
- Kazuhisa Seta, Hiroshi Maeno, Motohide Umano, Mitsuru Ikeda:
An Integrated Framework as a Foundation to Develop Meta-learning Support Systems.
554-556
- John C. Stamper, Kenneth R. Koedinger, Ryan Shaun Joazeiro de Baker, Alida Skogsholm, Brett Leber, Sandy Demi, Shawnwen Yu, Duncan Spencer:
Managing the Educational Dataset Lifecycle with DataShop.
557-559
- Eliane Stampfer, Yanjin Long, Vincent Aleven, Kenneth R. Koedinger:
Eliciting Intelligent Novice Behaviors with Grounded Feedback in a Fraction Addition Tutor.
560-562
- Christina M. Steiner, Dietrich Albert:
Competence-Based Knowledge Space Theory as a Framework for Intelligent Metacognitive Scaffolding.
563-565
- Amber Chauncey Strain, Sidney K. D'Mello:
Emotion Regulation during Learning.
566-568
- Georgios Theocharous, Nicholas J. Butko, Matthai Philipose:
Towards a Physical and Personal Math Coin Tutoring System.
569-571
- Maaike Waalkens, Vincent Aleven, Niels Taatgen:
Does Supporting Multiple Student Strategies in Intelligent Tutoring Systems Lead to Better Learning?
572-574
- Erin Walker, Amy Ogan, Ryan Shaun Joazeiro de Baker, Adriana M. J. B. de Carvalho, Tania Laurentino, Genaro Rebolledo-Mendez, Maynor Jimenez Castro:
Observations of Collaboration in Cognitive Tutor Use in Latin America.
575-577
- Arthur Ward, Diane J. Litman:
Cohesion / Knowledge Interactions in Post-tutoring Reflective Text.
578-581
- Stefan Weinbrenner, Jan Engler, Heinz Ulrich Hoppe:
Ontology-Supported Scaffolding of Concept Maps.
582-584
- Michael Wißner, Wouter Beek, Esther Lozano, Gregor Mehlmann, Floris Linnebank, Jochem Liem, Markus Häring, René Bühling, Jorge Gracia del Río, Bert Bredeweg, Elisabeth André:
Character Roles and Interaction in the DynaLearn Intelligent Learning Environment.
585-587
- Ruth Wylie, Melissa Sheng, Teruko Mitamura, Kenneth R. Koedinger:
Effects of Adaptive Prompted Self-explanation on Robust Learning of Second Language Grammar.
588-590
- Iraide Zipitria, Jon A. Elorriaga, Ana Arruarte Lasa:
Corpus-Based Performance Analysis for Automatically Grading Use of Language in Essays.
591-593
- Andreas Zitek, Michaela Poppe, Michael Stelzhammer, Susanne Muhar, Bert Bredeweg:
Evaluating the Effects of a New Qualitative Simulation Software (DynaLearn) on Learning Behavior, Factual and Causal Understanding.
594-596
Young Researcher's Track
Interactive Events
- H. Chad Lane, Brent Martin:
Interactive Events Summary.
619
- Wouter Beek, Jochem Liem, Floris Linnebank, René Bühling, Michael Wißner, Esther Lozano, Jorge Gracia del Río, Bert Bredeweg:
Knowledgeable Feedback via a Cast of Virtual Characters with Different Competences.
620
- Myroslava Dzikovska, Amy Isard, Peter Bell, Johanna D. Moore, Natalie B. Steinhauser, Gwendolyn E. Campbell, Leanne S. Taylor, Simon Caine, Charlie Scott:
Adaptive Intelligent Tutorial Dialogue in the BEETLE II System.
621
- Jean-François Lebeau, Luc Paquette, André Mayers:
Authoring Step-Based ITS with ASTUS: An Interactive Event.
622
- Noboru Matsuda, Victoria Keiser, Rohan Raizada, Gabriel Stylianides, William W. Cohen, Kenneth R. Koedinger:
Learning by Teaching SimStudent - Interactive Event.
623
- Dovan Rai, Joseph E. Beck:
Monkey's Revenge: Coordinate Geometry Learning Environment with Game-Like Elements.
624
- James Segedy, John S. Kinnebrew, Gautam Biswas:
Knowledge Construction with Causal Concept Maps in a Teachable Agent Environment.
625
- Annika Silvervarg, Lena Pareto, Magnus Haake, Thomas Strandberg, Agneta Gulz:
An Educational Math Game with a Teachable Agent and a Social Chat.
626
- Aaron Spaulding, C. Adam Overholtzer, John Pacheco, Jing Tien, Vinay K. Chaudhri, David Gunning, Peter Clark:
Inquire for iPad: A Biology Textbook That Answers Questions.
627
- John C. Stamper, Kenneth R. Koedinger, Ryan Shaun Joazeiro de Baker, Alida Skogsholm, Brett Leber, Sandy Demi, Shawnwen Yu, Duncan Spencer:
DataShop: A Data Repository and Analysis Service for the Learning Science Community (Interactive Event).
628
- James M. Thomas, R. Michael Young:
Annie and FixIt: Showcasing Dynamic Guidance for Task-Based Exploratory Learning.
629
- Amali Weerasinghe, Antonija Mitrovic:
Facilitating Adaptive Tutorial Dialogues in EER-Tutor.
630-631
Workshops
- Fabio N. Akhras, Paul Brna:
First Workshop on Artificial Intelligence in Education to Support the Social Inclusion of Communities (AIEDSIC).
632
- Bert Bredeweg, Paulo Salles:
International Workshop on Learning by Modelling in Science Education.
633
- Paula J. Durlach:
International workshop on Authoring Simulation and Game-Based Intelligent Tutoring.
634
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