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ORCIDInternational Journal of Artificial Intelligence in Education, Volume 29
Volume 29, Number 1, March 2019
- Michelle Taub
, Roger Azevedo:
How Does Prior Knowledge Influence Eye Fixations and Sequences of Cognitive and Metacognitive SRL Processes during Learning with an Intelligent Tutoring System? 1-28 - Emmanuel Ayedoun, Yuki Hayashi, Kazuhisa Seta:
Adding Communicative and Affective Strategies to an Embodied Conversational Agent to Enhance Second Language Learners' Willingness to Communicate. 29-57 - Candace A. Walkington, Matthew L. Bernacki:
Personalizing Algebra to Students' Individual Interests in an Intelligent Tutoring System: Moderators of Impact. 58-88 - Betty Tärning, Annika Silvervarg, Agneta Gulz, Magnus Haake:
Instructing a Teachable Agent with Low or High Self-Efficacy - Does Similarity Attract? 89-121 - Praveen Damacharla, Parashar Dhakal, Sebastian Stumbo, Ahmad Y. Javaid, Subhashini Ganapathy, David A. Malek, Douglas C. Hodge, Vijay Kumar Devabhaktuni:
Effects of Voice-Based Synthetic Assistant on Performance of Emergency Care Provider in Training. 122-143
Volume 29, Number 2, May 2019
- Jared Leo, Ghader Kurdi, Nicolas Matentzoglu, Bijan Parsia, Ulrike Sattler, Sophie Forge, Gina Donato, Will Dowling:
Ontology-Based Generation of Medical, Multi-term MCQs. 145-188 - Wen Wu, Li Chen, Qingchang Yang, You Li:
Inferring Students' Personality from Their Communication Behavior in Web-based Learning Systems. 189-216 - Thomas Daniel Ullmann:
Automated Analysis of Reflection in Writing: Validating Machine Learning Approaches. 217-257 - Christopher Doble, Jeffrey Matayoshi, Eric Cosyn, Hasan Uzun, Arash Karami:
A Data-Based Simulation Study of Reliability for an Adaptive Assessment Based on Knowledge Space Theory. 258-282 - Catherine C. Chase, Helena Connolly, Marianna Lamnina, Vincent Aleven:
Problematizing Helps! A Classroom Study of Computer-Based Guidance for Invention Activities. 283-316
Volume 29, Number 3, August 2019
- Chun-Kit Yeung, Dit-Yan Yeung:
Incorporating Features Learned by an Enhanced Deep Knowledge Tracing Model for STEM/Non-STEM Job Prediction. 317-341 - Irina Pandarova, Torben Schmidt, Johannes Hartig, Ahcène Boubekki, Roger Dale Jones, Ulf Brefeld:
Predicting the Difficulty of Exercise Items for Dynamic Difficulty Adaptation in Adaptive Language Tutoring. 342-367 - Thomas W. Price, Yihuan Dong, Rui Zhi, Benjamin Paaßen, Nicholas Lytle, Veronica Cateté, Tiffany Barnes:
A Comparison of the Quality of Data-Driven Programming Hint Generation Algorithms. 368-395 - Xingliang Chen, Antonija Mitrovic, Moffat Mathews:
Investigating the Effect of Agency on Learning from Worked Examples, Erroneous Examples and Problem Solving. 396-424 - W. Lewis Johnson:
Data-Driven Development and Evaluation of Enskill English. 425-457
Volume 29, Number 4, December 2019
- Thomas F. Stahovich, Hanlung Lin, Justin Gyllen:
Using Lexical Properties of Handwritten Equations to Estimate the Correctness of Students' Solutions to Engineering Problems. 459-483 - Giora Alexandron, Lisa Y. Yoo, José A. Ruipérez-Valiente, Sunbok Lee, David E. Pritchard:
Are MOOC Learning Analytics Results Trustworthy? With Fake Learners, They Might Not Be! 484-506 - Geela Venise Firmalo Fabic, Antonija Mitrovic, Kourosh Neshatian:
Evaluation of Parsons Problems with Menu-Based Self-Explanation Prompts in a Mobile Python Tutor. 507-535 - Alexandra González Eras, José Aguilar:
Determination of Professional Competencies Using an Alignment Algorithm of Academic Profiles and Job Advertisements, Based on Competence Thesauri and Similarity Measures. 536-567 - Shayan Doroudi, Vincent Aleven, Emma Brunskill:
Where's the Reward? 568-620
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