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Collin F. Lynch

Collin Lynch

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2020 – today

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2024
[j11]
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Toni V. Earle-Randell, Joseph B. Wiggins, Yingbo Ma, Mehmet Celepkolu, Dolly Bounajim, Zhikai Gao, Julianna Martinez Ruiz, Kristy Elizabeth Boyer, Maya Israel, Collin F. Lynch, Eric N. Wiebe:
The impact of near-peer virtual agents on computer science attitudes and collaborative dialogue. Int. J. Child Comput. Interact. 40: 100646 (2024)
[c100]
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Piotr Mitros, Paul Deane, Collin Lynch, Brad Erickson:
The Learning Observer: A Prototype System for the Integration of Learning Data. AIED Companion (2) 2024: 432-438
[c99]
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Zhikai Gao, Collin Lynch:
Building Predictive Models for CS Students Help-Seeking Behaviors with Coding Log Data. EDM 2024
[c98]
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Zhikai Gao, Gabriel Silva de Oliveira, Damilola Babalola, Collin F. Lynch, Sarah Heckman:
Who Should I Help Next? Simulation of Office Hours Queue Scheduling Strategy in a CS2 Course. EDM 2024
[c97]
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Collin Lynch, Paul Deane, Piotr Mitros, Zhikai Gao, Damilola Babalola:
Educational Data Mining in Writing and Literacy Instruction. EDM 2024
[c96]
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Muntasir Hoq, Yang Shi, Juho Leinonen, Damilola Babalola, Collin F. Lynch, Thomas W. Price, Bita Akram:
Detecting ChatGPT-Generated Code Submissions in a CS1 Course Using Machine Learning Models. SIGCSE (1) 2024: 526-532
[c95]
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Gabriel Silva de Oliveira, Zhikai Gao, Sarah Heckman, Collin F. Lynch:
Exploring Novice Programmers' Testing Behavior: A First Step to Define Coding Struggle. SIGCSE (1) 2024: 1251-1257
[c94]
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Zhikai Gao, Adam M. Gaweda, Collin F. Lynch, Sarah Heckman, Damilola Babalola, Gabriel Silva de Oliveira:
Using Survival Analysis to Model Students' Patience in Online Office Hour Queues. SIGCSE (2) 2024: 1646-1647
[i11]
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  - journals/corr/abs-2401-15201
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Yingbo Ma, Yukyeong Song, Mehmet Celepkolu, Kristy Elizabeth Boyer, Eric N. Wiebe, Collin F. Lynch, Maya Israel:
Automatically Detecting Confusion and Conflict During Collaborative Learning Using Linguistic, Prosodic, and Facial Cues. CoRR abs/2401.15201 (2024)
2023
[j10]
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Jessica Vandenberg, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe:
"I remember how to do it": exploring upper elementary students' collaborative regulation while pair programming using epistemic network analysis. Comput. Sci. Educ. 33(3): 429-457 (2023)
[c93]
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Muntasir Hoq, Yang Shi, Juho Leinonen, Damilola Babalola, Collin F. Lynch, Bita Akram:
Detecting ChatGPT-Generated Code in a CS1 Course. LLM@AIED 2023: 53-63
[c92]
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Toni V. Earle-Randell, Joseph B. Wiggins, Julianna Martinez Ruiz, Mehmet Celepkolu, Kristy Elizabeth Boyer, Collin F. Lynch, Maya Israel, Eric N. Wiebe:
Confusion, Conflict, Consensus: Modeling Dialogue Processes During Collaborative Learning with Hidden Markov Models. AIED 2023: 615-626
[c91]
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Yingbo Ma, Mehmet Celepkolu, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe, Maya Israel:
How Noisy is Too Noisy? The Impact of Data Noise on Multimodal Recognition of Confusion and Conflict During Collaborative Learning. ICMI 2023: 326-335
2022
[j9]
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Zarifa Zakaria, Jessica Vandenberg, Jennifer Tsan, Danielle Cadieux Boulden, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe:
Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students. Comput. Sci. Educ. 32(1): 3-29 (2022)
[c90]
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Effat Farhana, Teomara Rutherford, Collin F. Lynch:
Predictive Student Modelling in an Online Reading Platform. AAAI 2022: 12735-12743
[c89]
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Zhikai Gao, Bradley Erickson, Yiqiao Xu, Collin F. Lynch, Sarah Heckman, Tiffany Barnes:
Admitting you have a problem is the first step: Modeling when and why students seek help in programming assignments. EDM 2022
[c88]
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Collin F. Lynch, Mirko Marras, Mykola Pechenizkiy, Anna N. Rafferty, Steven Ritter, Vinitra Swamy, Renzhe Yu:
FATED 2022: Fairness, Accountability, and Transparency in Educational Data. EDM 2022
[c87]
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Joseph B. Wiggins, Toni V. Earle-Randell, Dolly Bounajim, Yingbo Ma, Julianna Martinez Ruiz, Ruohan Liu, Mehmet Celepkolu, Maya Israel, Eric N. Wiebe, Collin F. Lynch, Kristy Elizabeth Boyer:
Building the dream team: children's reactions to virtual agents that model collaborative talk. IVA 2022: 3:1-3:8
[c86]
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Bradley Erickson, Sarah Heckman, Collin F. Lynch:
Characterizing Student Development Progress: Validating Student Adherence to Project Milestones. SIGCSE (1) 2022: 15-21
[c85]
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Zhikai Gao, Sarah Heckman, Collin F. Lynch:
Who Uses Office Hours?: A Comparison of In-Person and Virtual Office Hours Utilization. SIGCSE (1) 2022: 300-306
[c84]
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Yingbo Ma, Julianna Martinez Ruiz, Timothy D. Brown, Kiana-Alize Diaz, Adam M. Gaweda, Mehmet Celepkolu, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe:
It's Challenging but Doable: Lessons Learned from a Remote Collaborative Coding Camp for Elementary Students. SIGCSE (1) 2022: 342-348
[c83]
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Niki Gitinabard, Sarah Heckman, Tiffany Barnes, Collin F. Lynch:
Designing a Dashboard for Student Teamwork Analysis. SIGCSE (1) 2022: 446-452
[c82]
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Adam M. Gaweda, Collin F. Lynch:
Exploration of the Week-by-Week ICAP Transitions by Students. SIGCSE (2) 2022: 1088
[i10]
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  - journals/corr/abs-2206-10318
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Aman Kumar, Akshay G. Bharadwaj, Binil Starly, Collin F. Lynch:
FabKG: A Knowledge graph of Manufacturing Science domain utilizing structured and unconventional unstructured knowledge source. CoRR abs/2206.10318 (2022)
2021
[j8]
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Jessica Vandenberg, Zarifa Zakaria, Jennifer Tsan, Anna Iwanski, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe:
Prompting collaborative and exploratory discourse: An epistemic network analysis study. Int. J. Comput. Support. Collab. Learn. 16(3): 339-366 (2021)
[j7]
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Jessica Vandenberg, Arif Rachmatullah, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe:
Interaction effects of race and gender in elementary CS attitudes: A validation and cross-sectional study. Int. J. Child Comput. Interact. 29: 100293 (2021)
[c81]
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Yingbo Ma, Joseph B. Wiggins, Mehmet Celepkolu, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe:
The Challenge of Noisy Classrooms: Speaker Detection During Elementary Students' Collaborative Dialogue. AIED (1) 2021: 268-281
[c80]
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Effat Farhana, Andrew Potter, Teomara Rutherford, Collin F. Lynch:
Feedback and Self-Regulated Learning in Science Reading. EDM 2021
[c79]
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Zhikai Gao, Collin F. Lynch, Sarah Heckman, Tiffany Barnes:
Automatically classifying student help requests: a multi-year analysis. EDM 2021
[c78]
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Adam M. Gaweda, Collin F. Lynch:
Student Practice Sessions Modeled as ICAP Activity Silos. EDM 2021
[c77]
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Jessica Vandenberg, Arif Rachmatullah, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe:
The Relationship of CS Attitudes, Perceptions of Collaboration, and Pair Programming Strategies on Upper Elementary Students' CS Learning. ITiCSE (1) 2021: 46-52
[c76]
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Jennifer Tsan, Jessica Vandenberg, Zarifa Zakaria, Danielle Cadieux Boulden, Collin F. Lynch, Eric N. Wiebe, Kristy Elizabeth Boyer:
Collaborative Dialogue and Types of Conflict: An Analysis of Pair Programming Interactions between Upper Elementary Students. SIGCSE 2021: 1184-1190
[c75]
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Ruth Okoilu Akintunde, Ally Limke, Tiffany Barnes, Sarah Heckman, Collin F. Lynch:
PEDI - Piazza Explorer Dashboard for Intervention. VL/HCC 2021: 1-4
[i9]
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  - journals/corr/abs-2112-04465
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Niki Gitinabard, Sarah Heckman, Tiffany Barnes, Collin F. Lynch:
Designing a Dashboard for Student Teamwork Analysis. CoRR abs/2112.04465 (2021)
2020
[j6]
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Jessica Vandenberg, Jennifer Tsan, Danielle Boulden, Zarifa Zakaria, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe:
Elementary Students' Understanding of CS Terms. ACM Trans. Comput. Educ. 20(3): 17:1-17:19 (2020)
[c74]
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Adam M. Gaweda, Collin F. Lynch, Nathan Seamon, Gabriel Silva de Oliveira, Alay Deliwa:
Typing Exercises as Interactive Worked Examples for Deliberate Practice in CS Courses. ACE 2020: 105-113
[c73]
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Effat Farhana, Teomara Rutherford, Collin F. Lynch:
Investigating Relations between Self-Regulated Reading Behaviors and Science Question Difficulty. EDM 2020
[c72]
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Niki Gitinabard, Ruth Okoilu, Yiqiao Xu, Sarah Heckman, Tiffany Barnes, Collin F. Lynch:
Student Teamwork on Programming Projects. What can GitHub logs show us? EDM 2020
[c71]
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Linting Xue, Collin F. Lynch:
Incorporating Task-specific Features into Deep Models to Classify Argument Components. EDM 2020
[c70]
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Jessica Vandenberg, Jennifer Tsan, Madeline Hinckle, Collin F. Lynch, Kristy Elizabeth Boyer, Eric N. Wiebe:
Gender Differences in Upper Elementary Students' Regulation of Learning while Pair Programming. ICER 2020: 311
[c69]
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Effat Farhana, Teomara Rutherford, Collin F. Lynch:
Associations Between Self-Regulated Learning Strategies and Science Assignment Score in a Digital Literacy Platform. ICLS 2020
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Preya Shabrina, Ruth Okoilu Akintunde, Mehak Maniktala, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford:
Peeking through the classroom window: a detailed data-driven analysis on the usage of a curriculum integrated math game in authentic classrooms. LAK 2020: 625-634
[c67]
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Ruth Okoilu Akintunde, Preya Shabrina, Veronica Cateté, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford:
Data-informed curriculum sequences for a curriculum-integrated game. LAK 2020: 635-644
[c66]
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Effat Farhana, Teomara Rutherford, Collin F. Lynch:
Understanding Reading Behaviors of Middle School Students. L@S 2020: 385-388
[c65]
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Jennifer Tsan, Jessica Vandenberg, Zarifa Zakaria, Joseph B. Wiggins, Alexander R. Webber, Amanda E. Bradbury, Collin F. Lynch, Eric N. Wiebe, Kristy Elizabeth Boyer:
A Comparison of Two Pair Programming Configurations for Upper Elementary Students. SIGCSE 2020: 346-352
[i8]
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  - journals/corr/abs-2008-11262
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Niki Gitinabard, Ruth Okoilu, Yiqiao Xu, Sarah Heckman, Tiffany Barnes, Collin F. Lynch:
Student Teamwork on Programming Projects: What can GitHub logs show us? CoRR abs/2008.11262 (2020)

2010 – 2019

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2019
[j5]
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Niki Gitinabard, Yiqiao Xu, Sarah Heckman, Tiffany Barnes, Collin F. Lynch:
How Widely Can Prediction Models Be Generalized? Performance Prediction in Blended Courses. IEEE Trans. Learn. Technol. 12(2): 184-197 (2019)
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Joseph B. Wiggins, Jamieka Wilkinson, Lara Baigorria, Yingwen Huang, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe:
From Doodles to Designs: Participatory Pedagogical Agent Design with Elementary Students. IDC 2019: 642-647
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Zhongxiu Peddycord-Liu, Veronica Cateté, Jessica Vandenberg, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford:
A Field Study of Teachers Using a Curriculum-integrated Digital Game. CHI 2019: 428
[c62]
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Jennifer Tsan, Jessica Vandenberg, Xiaoting Fu, Jamieka Wilkinson, Danielle Boulden, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe:
Conflicts and Collaboration: A Study of Upper Elementary Students Solving Computer Science Problems. CSCL 2019
[c61]
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Zarifa Zakaria, Danielle Boulden, Jessica Vandenberg, Jennifer Tsan, Collin F. Lynch, Eric N. Wiebe, Kristy Elizabeth Boyer:
Collaborative Talk Across Two Pair-Programming Configurations. CSCL 2019
[c60]
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Niki Gitinabard, Tiffany Barnes, Sarah Heckman, Collin F. Lynch:
What will you do next? A sequence analysis on the student transitions between online platforms in blended courses. EDM 2019
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Rachel Harred, Christa Cody, Mehak Maniktala, Preya Shabrina, Tiffany Barnes, Collin F. Lynch:
How Long is Enough? Predicting Student Outcomes with Same-Day Gameplay Data in an Educational Math Game. EDM (Workshops) 2019: 60-68
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Yiqiao Xu, Niki Gitinabard, Collin F. Lynch, Tiffany Barnes:
What You Say is Relevant to How You Make Friends: Measuring the Effect of Content on Social Connection. EDM 2019
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  - conf/sigcse/VandenbergTZBLW20
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Jessica Vandenberg, Jennifer Tsan, Zarifa Zakaria, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe:
The Development and Validation of Survey Items on Upper Elementary Students' Perspectives and Attitudes on CS. SIGCSE 2019: 1254
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Jennifer Tsan, Jessica Vandenberg, Xiaoting Fu, Jamieka Wilkinson, Danielle Boulden, Kristy Elizabeth Boyer, Collin F. Lynch, Eric N. Wiebe:
An Investigation of Conflicts Between Upper-Elementary Pair Programmers. SIGCSE 2019: 1264
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Adam M. Gaweda, Collin F. Lynch:
Giving Students Canned Code using Typing Exercises. SIGCSE 2019: 1281
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Michel C. Desmarais, Collin F. Lynch, Agathe Merceron, Roger Nkambou:
Proceedings of the 12th International Conference on Educational Data Mining, EDM 2019, Montréal, Canada, July 2-5, 2019. International Educational Data Mining Society (IEDMS) 2019 [contents]
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Niki Gitinabard, Yiqiao Xu, Sarah Heckman, Tiffany Barnes, Collin F. Lynch:
How Widely Can Prediction Models be Generalized? An Analysis of Performance Prediction in Blended Courses. CoRR abs/1904.07328 (2019)
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Adithya Sheshadri, Niki Gitinabard, Collin F. Lynch, Tiffany Barnes, Sarah Heckman:
Predicting Student Performance Based on Online Study Habits: A Study of Blended Courses. CoRR abs/1904.07331 (2019)
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Niki Gitinabard, Sarah Heckman, Tiffany Barnes, Collin F. Lynch:
What will you do next? A sequence analysis on the student transitions between online platforms in blended courses. CoRR abs/1905.00928 (2019)
2018
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Jennifer Tsan, Collin F. Lynch, Kristy Elizabeth Boyer:
"Alright, what do we need?": A study of young coders' collaborative dialogue. Int. J. Child Comput. Interact. 17: 61-71 (2018)
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Scott A. Crossley, Maria-Dorinela Sirbu, Mihai Dascalu, Tiffany Barnes, Collin F. Lynch, Danielle S. McNamara:
Modeling Math Success Using Cohesion Network Analysis. AIED (2) 2018: 63-67
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Shitian Shen, Behrooz Mostafavi, Collin F. Lynch, Tiffany Barnes, Min Chi:
Empirically Evaluating the Effectiveness of POMDP vs. MDP Towards the Pedagogical Strategies Induction. AIED (2) 2018: 327-331
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Maria-Dorinela Sirbu, Mihai Dascalu, Scott A. Crossley, Danielle S. McNamara, Tiffany Barnes, Collin F. Lynch, Stefan Trausan-Matu:
Exploring Online Course Sociograms Using Cohesion Network Analysis. AIED (2) 2018: 337-342
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Zhongxiu Peddycord-Liu, Rachel Harred, Sarah Karamarkovich, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford:
Learning Curve Analysis in a Large-Scale, Drill-and-Practice Serious Math Game: Where Is Learning Support Needed? AIED (1) 2018: 436-449
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Niki Gitinabard, Farzaneh Khoshnevisan, Collin F. Lynch, Elle Yuan Wang:
Your Actions or Your Associates? Predicting Certification and Dropout in MOOCs with Behavioral and Social Features. EDM 2018
[c49]
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Adithya Sheshadri, Niki Gitinabard, Collin F. Lynch, Tiffany Barnes, Sarah Heckman:
Predicting Student Performance Based on Online Study Habits: A Study of Blended Courses. EDM 2018
[c48]
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Yiqiao Xu, Collin F. Lynch, Tiffany Barnes:
How many friends can you make in a week?: evolving social relationships in MOOCs over time. EDM 2018
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Jennifer Tsan, Fernando J. Rodríguez, Kristy Elizabeth Boyer, Collin F. Lynch:
"I Think We Should...": Analyzing Elementary Students' Collaborative Processes for Giving and Taking Suggestions. SIGCSE 2018: 622-627
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Niki Gitinabard, Farzaneh Khoshnevisan, Collin F. Lynch, Elle Yuan Wang:
Your Actions or Your Associates? Predicting Certification and Dropout in MOOCs with Behavioral and Social Features. CoRR abs/1809.00052 (2018)
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Hengxuan Li, Collin F. Lynch, Tiffany Barnes:
Early Prediction of Course Grades: Models and Feature Selection. CoRR abs/1812.00843 (2018)
2017
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Zhongxiu Peddycord-Liu, Christa Cody, Sarah Kessler, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford:
Using Serious Game Analytics to Inform Digital Curricular Sequencing: What Math Objective Should Students Play Next? CHI PLAY 2017: 195-204
[c45]
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Joshua Cook, Collin F. Lynch, Andrew Hicks, Behrooz Mostafavi:
Task and Timing: Separating Procedural and Tactical Knowledge in Student Models. EDM 2017
[c44]
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Scott A. Crossley, Tiffany Barnes, Collin F. Lynch, Danielle S. McNamara:
Linking Language to Math Success in a Blended Course. EDM 2017
[c43]
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Niki Gitinabard, Collin F. Lynch, Sarah Heckman, Tiffany Barnes:
Identifying student communities in blended courses. EDM 2017
[c42]
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Zhongxiu Liu, Christa Cody, Tiffany Barnes, Collin F. Lynch, Teomara Rutherford:
The Antecedents of and Associations with Elective Replay in An Educational Game: Is Replay Worth It? EDM 2017
[c41]
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Collin F. Lynch, Tiffany Barnes, Linting Xue, Niki Gitinabard:
Graph-based Educational Data Mining. EDM 2017
[c40]
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Linting Xue, Collin F. Lynch, Min Chi:
Mining Innovative Augmented Graph Grammars for Argument Diagrams through Novelty Selection. EDM 2017
[c39]
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Guojing Zhou, Jianxun Wang, Collin F. Lynch, Min Chi:
Towards Closing the Loop: Bridging Machine-induced Pedagogical Policies to Learning Theories. EDM 2017
[i2]
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Niki Gitinabard, Linting Xue, Collin F. Lynch, Sarah Heckman, Tiffany Barnes:
A Social Network Analysis on Blended Courses. CoRR abs/1709.10215 (2017)
[i1]
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Niki Gitinabard, Collin F. Lynch, Sarah Heckman, Tiffany Barnes:
Identifying Student Communities in Blended Courses. CoRR abs/1710.04129 (2017)
2016
[c38]
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Guojing Zhou, Collin F. Lynch, Thomas W. Price, Tiffany Barnes, Min Chi:
The Impact of Granularity on the Effectiveness of Students' Pedagogical Decisions. CogSci 2016
[c37]
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Zhongxiu Liu, Rebecca Brown, Collin F. Lynch, Tiffany Barnes, Ryan S. Baker, Yoav Bergner, Danielle S. McNamara:
MOOC Learner Behaviors by Country and Culture; an Exploratory Analysis. EDM 2016: 127-134
[c36]
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Linting Xue, Collin F. Lynch, Min Chi:
Unnatural Feature Engineering: Evolving Augmented Graph Grammars for Argument Diagrams. EDM 2016: 255-262
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Collin F. Lynch, Linting Xue, Min Chi:
Evolving Augmented Graph Grammars for Argument Analysis. GECCO (Companion) 2016: 65-66
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Jennifer Tsan, Kristy Elizabeth Boyer, Collin F. Lynch:
How Early Does the CS Gender Gap Emerge?: A Study of Collaborative Problem Solving in 5th Grade Computer Science. SIGCSE 2016: 388-393
2015
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Behrooz Mostafavi, Guojing Zhou, Collin F. Lynch, Min Chi, Tiffany Barnes:
Data-Driven Worked Examples Improve Retention and Completion in a Logic Tutor. AIED 2015: 726-729
[c32]
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Guojing Zhou, Thomas W. Price, Collin F. Lynch, Tiffany Barnes, Min Chi:
The Impact of Granularity on Worked Examples and Problem Solving. CogSci 2015
[c31]
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Rebecca Brown, Collin F. Lynch, Michael Eagle, Jennifer L. Albert, Tiffany Barnes, Ryan S. Baker, Yoav Bergner, Danielle S. McNamara:
Good Communities and Bad Communities: Does Membership Affect Performance? EDM 2015: 612-613
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Rebecca Brown, Collin F. Lynch, Yuan Wang, Michael Eagle, Jennifer L. Albert, Tiffany Barnes, Ryan Shaun Baker, Yoav Bergner, Danielle S. McNamara:
Communities of Performance & Communities of Preference. EDM (Workshops) 2015
[c29]
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Collin F. Lynch, Thomas W. Price, Min Chi, Tiffany Barnes:
Using the Hint Factory to Compare Model-Based Tutoring Systems. EDM (Workshops) 2015
[c28]
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Thomas W. Price, Collin F. Lynch, Tiffany Barnes, Min Chi:
An Improved Data-Driven Hint Selection Algorithm for Probability Tutors. EDM 2015: 610-611
[c27]
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Linting Xue, Collin F. Lynch, Min Chi:
Graph Grammar Induction via Evolutionary Computation. EDM (Workshops) 2015
2014
[c26]
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Veronica Cateté, Andrew Hicks, Tiffany Barnes, Collin F. Lynch:
Snag'em: Graph Data Mining for a Social Networking Game. EDM (Workshops) 2014
[c25]
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Collin F. Lynch:
AGG: Augmented Graph Grammars for Complex Heterogeneous Data. EDM (Workshops) 2014
[c24]
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Collin F. Lynch, Kevin D. Ashley:
Empirically Valid Rules for Ill-Defined Domains. EDM 2014: 237-240
[c23]
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Collin F. Lynch, Mohammad Hassan Falakmasir, Kevin D. Ashley:
Matching Hypothesis Text in Diagrams and Essays. EDM 2014: 383-384
[c22]
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Vinay Sheshadri, Collin F. Lynch, Tiffany Barnes:
InVis: An EDM Tool For Graphical Rendering And Analysis Of Student Interaction Data. EDM (Workshops) 2014
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Collin F. Lynch, Kevin D. Ashley, Min Chi:
Can Diagrams Predict Essay Grades? Intelligent Tutoring Systems 2014: 260-265
2012
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Collin F. Lynch, Kevin D. Ashley, Mohammad Hassan Falakmasir:
Comparing Argument Diagrams. JURIX 2012: 81-90

2000 – 2009

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What is the meaning of the colors in the publication lists?

2009
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Collin F. Lynch, Kevin D. Ashley, Niels Pinkwart, Vincent Aleven:
Concepts, Structures, and Goals: Redefining Ill-Definedness. Int. J. Artif. Intell. Educ. 19(3): 253-266 (2009)
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Niels Pinkwart, Kevin D. Ashley, Collin F. Lynch, Vincent Aleven:
Evaluating an Intelligent Tutoring System for Making Legal Arguments with Hypotheticals. Int. J. Artif. Intell. Educ. 19(4): 401-424 (2009)
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Collin F. Lynch, Kevin D. Ashley, Niels Pinkwart, Vincent Aleven:
Computational Argument as a Diagnostic Tool: The role of reliability. AAAI Fall Symposium: The Uses of Computational Argumentation 2009
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Niels Pinkwart, Collin F. Lynch, Kevin D. Ashley, Vincent Aleven:
Assessing Argument Diagrams in an Ill-defined Domain. AIED 2009: 590-592
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Collin F. Lynch, Kevin D. Ashley, Niels Pinkwart, Vincent Aleven:
Toward assessing law students' argument diagrams. ICAIL 2009: 222-223
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Kevin D. Ashley, Collin F. Lynch, Niels Pinkwart, Vincent Aleven:
Toward Modeling and Teaching Legal Case-Based Adaptation with Expert Examples. ICCBR 2009: 45-59
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Collin F. Lynch, Kevin D. Ashley, Niels Pinkwart, Vincent Aleven:
Argument Diagramming and Diagnostic Reliability. JURIX 2009: 106-115
2008
[c14]
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Collin F. Lynch, Kevin D. Ashley, Niels Pinkwart, Vincent Aleven:
Argument graph classification with Genetic Programming and C4.5. EDM 2008: 137-146
[c13]
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Niels Pinkwart, Kevin D. Ashley, Vincent Aleven, Collin F. Lynch:
Graph Grammars: An ITS Technology for Diagram Representations. FLAIRS 2008: 433-438
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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?. Intelligent Tutoring Systems 2008: 90-100
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Kevin D. Ashley, Collin F. Lynch, Niels Pinkwart, Vincent Aleven:
A Process Model of Legal Argument with Hypotheticals. JURIX 2008: 1-10
2007
[c10]
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Niels Pinkwart, Vincent Aleven, Kevin D. Ashley, Collin F. Lynch:
Evaluating Legal Argument Instruction with Graphical Representations Using LARGO. AIED 2007: 101-108
[c9]
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Vincent Aleven, Kevin D. Ashley, Collin F. Lynch, Niels Pinkwart:
AIED Applications in Ill-Defined Domains. AIED 2007: 713
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Kevin D. Ashley, Niels Pinkwart, Collin F. Lynch, Vincent Aleven:
Learning by diagramming Supreme Court oral arguments. ICAIL 2007: 271-275
[c7]
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Niels Pinkwart, Collin F. Lynch, Kevin D. Ashley, Vincent Aleven:
Student's Usage of Multiple Linked Argument Representations in LARGO. MuC 2007: 245-250
2006
[c6]
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Niels Pinkwart, Vincent Aleven, Kevin D. Ashley, Collin F. Lynch:
Schwachstellenermittlung und Rückmeldungsprinzipen in einem intelligenten Tutorensystem für juristische Argumentation. DeLFI 2006: 75-86
[c5]
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Niels Pinkwart, Vincent Aleven, Kevin D. Ashley, Collin F. Lynch:
Toward Legal Argument Instruction with Graph Grammars and Collaborative Filtering Techniques. Intelligent Tutoring Systems 2006: 227-236
2005
[j1]
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Kurt VanLehn, Collin F. Lynch, Kay G. Schulze, Joel A. Shapiro, Robert Shelby, Linwood Taylor, Donald Treacy, Anders Weinstein, Mary Wintersgill:
The Andes Physics Tutoring System: Lessons Learned. Int. J. Artif. Intell. Educ. 15(3): 147-204 (2005)
[c4]
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Kurt VanLehn, Collin F. Lynch, Kay G. Schulze, Joel A. Shapiro, Robert Shelby, Linwood Taylor, Donald Treacy, Anders Weinstein, Mary Wintersgill:
The Andes Physics Tutoring System: Five Years of Evaluations. AIED 2005: 678-685
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Vincent Aleven, Kevin D. Ashley, Collin F. Lynch:
Helping Law Students to Understand US Supreme Court Oral Arguments: A Planned Experiment. ICAIL 2005: 55-59
2004
[c2]
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Kurt VanLehn, Dumiszewe Bhembe, Min Chi, Collin F. Lynch, Kay G. Schulze, Robert Shelby, Linwood Taylor, Donald Treacy, Anders Weinstein, Mary Wintersgill:
Implicit Versus Explicit Learning of Strategies in a Non-procedural Cognitive Skill. Intelligent Tutoring Systems 2004: 521-530
2002
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Kurt VanLehn, Collin F. Lynch, Linwood Taylor, Anders Weinstein, Robert Shelby, Kay G. Schulze, Donald Treacy, Mary Wintersgill:
Minimally Invasive Tutoring of Complex Physics Problem Solving. Intelligent Tutoring Systems 2002: 367-376

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