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ORCID12. AIED 2005: Amsterdam, The Netherlands
- Chee-Kit Looi, Gordon I. McCalla, Bert Bredeweg, Joost Breuker:
Artificial Intelligence in Education - Supporting Learning through Intelligent and Socially Informed Technology, Proceedings of the 12th International Conference on Artificial Intelligence in Education, AIED 2005, July 18-22, 2005, Amsterdam, The Netherlands. Frontiers in Artificial Intelligence and Applications 125, IOS Press 2005, ISBN 978-1-58603-530-3
Invited Talks
- Justine Cassell:
Learning with Virtual Peers. 3 - Ton de Jong:
Scaffolding inquiry learning: How much intelligence is needed and by whom? 4 - Tanja Mitrovic:
Constraint-based tutors: a success story. 5 - Daniel Schwartz:
Interactivity and Learning. 6
Full Papers
- Shaaron Ainsworth, Piers Fleming:
Evaluating a Mixed-Initiative Authoring Environment: Is REDEEM for Real? 9-16 - Vincent Aleven, Ido Roll, Bruce M. McLaren, Eunjeong Ryu, Kenneth R. Koedinger:
An architecture to combine meta-cognitive and cognitive tutoring: Pilot testing the Help Tutor. 17-24 - Mirjana Andric, Vladan Devedzic, Wendy Hall, Leslie Carr:
"à la" in Education: Keywords Linking Method for Selecting Web Resources. 25-32 - Ivon Arroyo, Beverly Park Woolf:
Inferring learning and attitudes from a Bayesian Network of log file data. 33-40 - Roger Azevedo, Daniel C. Moos, Fielding I. Winters, Jeffrey Alan Greene, Jennifer Cromley, Evan Olson, Pragati Godbole Chaudhuri:
Why Is Externally-Regulated Learning More Effective Than Self-Regulated Learning with Hypermedia? 41-48 - Ari Bader-Natal, Jordan B. Pollack:
Motivating Appropriate Challenges in a Reciprocal Tutoring System. 49-56 - Ryan Shaun Baker, Ido Roll, Albert T. Corbett, Kenneth R. Koedinger:
Do Performance Goals Lead Students to Game the System? 57-64 - Amy L. Baylor, E. Ashby Plant:
Pedagogical agents as social models for engineering: The influence of agent appearance on female choice. 65-72 - Amy L. Baylor, Daniel Warren, Sanghoon Park, E. Shen, Roberto Perez:
The impact of frustration-mitigating messages delivered by an interface agent. 73-79 - Carole R. Beal, Paul R. Cohen:
Computational methods for evaluating student and group learning histories in intelligent tutoring systems. 80-87 - Joseph E. Beck:
Engagement tracing: using response times to model student disengagement. 88-95 - Peter Brusilovsky, Sergey A. Sosnovsky, Michael Yudelson, Girish Chavan:
Interactive Authoring Support for Adaptive Educational Systems. 96-103 - Susan Bull, Abdallatif S. Abu-Issa, Harpreet Ghag, Tim Lloyd:
Some Unusual Open Learner Models. 104-111 - Jill Burstein, Derrick Higgins:
Advanced Capabilities for Evaluating Student Writing: Detecting Off-Topic Essays Without Topic-Specific Training. 112-119 - Murat Cakir, Fatos Xhafa, Nan Zhou, Gerry Stahl:
Thread-based analysis of patterns of collaborative interaction in chat. 120-127 - Yam San Chee, Yi Liu:
Conceptual Conflict by Design: Dealing with Students' Learning Impasses in Multi-user Multi-agent Virtual Worlds. 128-135 - Zhi-Hong Chen, Yi-Chan Deng, Chih-Yueh Chou, Tak-Wai Chan:
Motivating Learners by Nurturing Animal Companions: My-Pet and Our-Pet. 136-143 - Hercy N. H. Cheng, Ben Chang, Yi-Chan Deng, Tak-Wai Chan:
ArithmeticDesk: Computer Embedded Manipulatives for Learning Arithmetic. 144-151 - Ran Cheng, Julita Vassileva:
Adaptive Reward Mechanism for Sustainable Online Learning Community. 152-159 - Chun Wai Liew, Joel A. Shapiro, Donald E. Smith:
What Is The Student Referring To? Mapping Properties and Concepts in Students' Systems of Physics Equations. 160-167 - Geraldine Clarebout, Jan Elen:
The Effects of a Pedagogical Agent in an Open Learning Environment. 168-175 - Jeanette O'Connor, Lucinda Kerawalla, Rosemary Luckin:
Using Discussion Prompts to Scaffold Parent-Child Collaboration Around a Computer-Based Activity. 176-183 - Jennifer Cromley, Roger Azevedo, Evan Olson:
Self-Regulation of Learning with Multiple Representations in Hypermedia. 184-191 - Rebecca S. Crowley, Elizabeth Legowski, Olga Medvedeva, Eugene Tseytlin, Ellen Roh, Drazen Jukic:
An ITS for medical classification problem-solving: Effects of tutoring and representations. 192-199 - Ben K. Daniel, Gordon I. McCalla, Richard A. Schwier:
Mining Data and Modelling Social Capital in Virtual Learning Communities. 200-208 - Michel C. Desmarais, Shunkai Fu, Xiaoming Pu:
Tradeoff analysis between knowledge assessment approaches. 209-216 - Barbara Di Eugenio, Davide Fossati, Dan Yu, Susan M. Haller, Michael Glass:
Natural Language Generation for Intelligent Tutoring Systems: a case study. 217-224 - Katherine Forbes-Riley, Diane J. Litman, Alison Huettner, Arthur Ward:
Dialogue-Learning Correlations in Spoken Dialogue Tutoring. 225-232 - Jeffrey Alan Greene, Roger Azevedo:
Adolescents' Use of SRL Behaviors and Their Relation to Qualitative Mental Model Shifts While Using Hypermedia. 233-240 - Ruchi Gupta, Yanna Wu, Gautam Biswas:
Teaching about Dynamic Processes A Teachable Agents Approach. 241-248 - Hicham Hage, Esma Aïmeur:
Exam Question Recommender System. 249-257 - Khider Hakem, Emmanuel Sander, Jean-Marc Labat, Jean-François Richard:
DIANE, a diagnosis system for arithmetical problem solving. 258-265 - Andreas Harrer, Bruce M. McLaren, Erin Walker, Lars Bollen, Jonathan Sewall:
Collaboration and Cognitive Tutoring: Integration, Empirical Results, and Future Directions. 266-273 - Nicola Henze:
Personal Readers: Personalized Learning Object Readers for the Semantic Web. 274-281 - Kai Herrmann, Heinz Ulrich Hoppe:
Making an Unintelligent Checker Smarter: Creating Semantic Illusions from Syntactic Analyses. 282-289 - W. Lewis Johnson, Carole R. Beal:
Iterative Evaluation of a Large-Scale, Intelligent Game for Language Learning. 290-297 - W. Lewis Johnson, Richard E. Mayer, Elisabeth André
, Matthias Rehm:
Cross-Cultural Evaluation of Politeness in Tactics for Pedagogical Agents. 298-305 - W. Lewis Johnson, Hannes Högni Vilhjálmsson, Stacy Marsella:
Serious Games for Language Learning: How Much Game, How Much AI? 306-313 - Pamela W. Jordan, Patricia L. Albacete, Kurt VanLehn:
Taking Control of Redundancy in Scripted Tutorial Dialogue. 314-321 - Jelena Jovanovic, Dragan Gasevic, Katrien Verbert, Erik Duval:
Ontology of Learning Object Content Structure. 322-329 - Toshinobu Kasai, Haruhisa Yamaguchi, Kazuo Nagano, Riichiro Mizoguchi:
Goal Transition Model and Its Application for Supporting Teachers based on Ontologies. 330-337 - Judy Kay, Andrew Lum:
Exploiting Readily Available Web Data for Scrutable Student Models. 338-345 - Michiko Kayashima, Akiko Inaba, Riichiro Mizoguchi:
What Do You Mean by to Help Learning of Metacognition? 346-353 - Declan Kelly, Brendan Tangney:
Matching and Mismatching Learning Characteristics with Multiple Intelligence Based Content. 354-361 - Yanghee Kim:
Pedagogical Agents as Learning Companions: Building Social Relations with Learners. 362-369 - Essam M. Kosba, Vania Dimitrova, Roger D. Boyle:
The Evaluation of an Intelligent Teacher Advisor for Web Distance Environments. 370-377 - Chin-Hwa Kuo, Nai-Lung Tsao, Chen-Fu Chang, David Wible:
A Video Retrieval System for Computer Assisted Language Learning. 378-385 - Lahcen Oubahssi, Monique Grandbastien, Macaire Ngomo, Gérard Claës:
The Activity at the Center of the Global Open and Distance Learning Process. 386-394 - Vania Bessa Machado, Roland Groen, Bert Bredeweg:
Towards support in building qualitative knowledge models. 395-402 - Maxim Makatchev, Kurt VanLehn:
Analyzing Completeness and Correctness of Utterances Using an ATMS. 403-410 - Micheline Manske, Cristina Conati:
Modelling Learning in an Educational Game. 411-418 - Brent Martin, Kenneth R. Koedinger, Antonija Mitrovic, Santosh Mathan:
On Using Learning Curves to Evaluate ITS. 419-426 - Erika Martínez-Mirón, Amanda Harris, Benedict du Boulay, Rosemary Luckin, Nicola Yuill:
The role of learning goals in the design of ILEs: Some issues to consider. 427-434 - Liz Masterman:
A knowledge-based coach for reasoning about historical causation. 435-442 - Noboru Matsuda, Kurt VanLehn:
Advanced Geometry Tutor: An intelligent tutor that teaches proof-writing with construction. 443-450 - Erica Melis:
Design of Erroneous Examples for ACTIVEMATH. 451-458 - Genaro Rebolledo-Mendez, Benedict du Boulay, Rosemary Luckin:
"Be bold and take a challenge": Could motivational strategies improve help-seeking? 459-466 - Agathe Merceron, Kalina Yacef:
Educational Data Mining: a Case Study. 467-474 - Yongwu Miao, Ulrich Hoppe:
Adapting Process-Oriented Learning Design to Group Characteristics. 475-482 - Miikka Miettinen, Jaakko Kurhila, Henry Tirri:
On the Prospects of Intelligent Collaborative E-learning Systems. 483-490 - Vu Minh Chieu, Elie Milgrom:
COFALE: An Adaptive Learning Environment Supporting Cognitive Flexibility. 491-498 - Antonija Mitrovic:
The Effect of Explaining on Learning: a Case Study with a Data Normalization Tutor. 499-506 - Martin Muehlenbrock:
Formation of Learning Groups by using Learner Profiles and Context Information. 507-514 - Tom Murray, Kenneth Rath, Beverly Park Woolf, David Marshall, Merle Bruno, Toby Dragon, Kevin Kohler, Matthew Mattingly:
Evaluating Inquiry Learning Through Recognition-Based Tasks. 515-522 - Ernest Ong, Ai-Hwa Tay, Chin-Kok Ong, Siong-Kong Chan:
Personalising information assets in collaborative learning environments. 523-530 - José-Luis Pérez-de-la-Cruz, Ricardo Conejo, Eduardo Guzmán:
Qualitative and Quantitative Student Models. 531-538 - Valéry Psyché, Jacqueline Bourdeau, Roger Nkambou, Riichiro Mizoguchi:
Making Learning Design Standards Work with an Ontology of Educational Theories. 539-546 - Lei Qu, W. Lewis Johnson:
Detecting the Learner's Motivational States in An Interactive Learning Environment. 547-554 - Leena M. Razzaq, Mingyu Feng, Goss Nuzzo-Jones, Neil T. Heffernan, Kenneth R. Koedinger, Brian Junker, Steven Ritter, Andrea Knight, Edwin Mercado, Terrence E. Turner, Ruta Upalekar, Jason A. Walonoski, Michael A. Macasek, Christopher Aniszczyk, Sanket Choksey, Tom Livak, Kai P. Rasmussen:
Blending Assessment and Instructional Assisting. AIED 2005: 555-562 - Carolyn Penstein Rosé, Vincent Aleven, Regan Carey, Allen Robinson:
A First Evaluation of the Instructional Value of Negotiable Problem Solving Goals on the Exploratory Learning Continuum. AIED 2005: 563-570 - Carolyn Penstein Rosé, Pinar Donmez, Gahgene Gweon, Andrea Knight, Brian Junker, William W. Cohen, Kenneth R. Koedinger, Neil T. Heffernan:
Automatic and Semi-Automatic Skill Coding With a View Towards Supporting On-Line Assessment. AIED 2005: 571-578 - Paulo Salles, Heloisa Lima-Salles, Bert Bredeweg:
The Use of Qualitative Reasoning Models of Interactions between Populations to Support Causal Reasoning of Deaf Students. AIED 2005: 579-586 - Erin Shaw:
Assessing and Scaffolding Collaborative Learning in Online Discussions. AIED 2005: 587-594 - Mei Si, Stacy C. Marsella, David V. Pynadath:
THESPIAN: An Architecture for Interactive Pedagogical Drama. AIED 2005: 595-602 - Hilary Smith, Rosemary Luckin, Geraldine Fitzpatrick, Katerina Avramides, Joshua Underwood:
Technology at work to mediate collaborative scientific enquiry in the field. AIED 2005: 603-610 - Ron Stevens, Amy Soller:
Implementing a Layered Analytic Approach For Real-Time Modeling of Students' Scientific Understanding. AIED 2005: 611-620 - Kristen Stubbs, Debra Bernstein, Kevin Crowley, Illah R. Nourbakhsh:
Long-Term Human-Robot Interaction: The Personal Exploration Rover and Museum Docents. AIED 2005: 621-628 - Jana Z. Sukkarieh, Stephen G. Pulman:
Information Extraction and Machine Learning: Auto-Marking Short Free Text Responses to Science Questions. AIED 2005: 629-637 - Pramuditha Suraweera, Antonija Mitrovic, Brent Martin:
A Knowledge Acquisition System for Constraint-based Intelligent Tutoring Systems. AIED 2005: 638-645 - Jason Tan, Christopher D. Beers, Ruchi Gupta, Gautam Biswas:
Computer Games as Intelligent Learning Environments: A River Ecosystem Adventure. AIED 2005: 646-653 - Tiffany Ya Tang, Gordon I. McCalla:
Paper Annotation with Learner Models. AIED 2005: 654-661 - Steven L. Tanimoto, Susan Hubbard, William Winn:
Automatic Textual Feedback for Guided Inquiry Learning. AIED 2005: 662-669 - Tomoya Horiguchi, Tsukasa Hirashima:
Graph of Microworlds: A Framework for Assisting Progressive Knowledge Acquisition in Simulation-based Learning Environments. AIED 2005: 670-677 - 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 - Ning Wang, W. Lewis Johnson, Richard E. Mayer, Paola Rizzo, Erin Shaw, Heather Collins:
The Politeness Effect: Pedagogical Agents and Learning Gains. AIED 2005: 686-693 - Mike Winter, Christopher A. Brooks, Jim E. Greer:
Towards Best Practices for Semantic Web Student Modelling. AIED 2005: 694-701 - Beverly Park Woolf, Tom Murray, David Marshall, Toby Dragon, Kevin Kohler, Matthew Mattingly, Merle Bruno, Dan Murray, Jim Sammons:
Critical Thinking Environments for Science Education. AIED 2005: 702-709 - Michael Yudelson, Peter Brusilovsky:
NavEx: Providing Navigation Support for Adaptive Browsing of Annotated Code Examples. AIED 2005: 710-717 - Konstantin Zakharov, Antonija Mitrovic, Stellan Ohlsson:
Feedback Micro-engineering in EER-Tutor. AIED 2005: 718-725
Posters
- Fabio N. Akhras:
An Ontology of Situations, Interactions, Processes and Affordances to Support the Design of Intelligent Learning Environments. AIED 2005: 729-731 - Vincent Aleven, Kevin D. Ashley:
Toward supporting hypothesis formation and testing in an interpretive domain. AIED 2005: 732-734 - Vincent Aleven, Carolyn Penstein Rosé:
Authoring plug-in tutor agents by demonstration: Rapid, rapid tutor development. AIED 2005: 735-737 - Sandra M. Aluísio, Ethel Schuster, Valéria Delisandra Feltrim, Adalberto Pessoa, Osvaldo N. Oliveira Jr.:
Evaluating Scientific Abstracts with a Genre-specific Rubric. AIED 2005: 738-740 - Ainhoa Alvarez, Isabel Fernández-Castro, Maite Urretavizcaya:
Dynamic Authoring in on-line Adaptive Learning Environments. AIED 2005: 741-743 - Amy L. Baylor, Soyoung Kim, Chanhee Son, Miyoung Lee:
Designing effective nonverbal communication for pedagogical agents. AIED 2005: 744-746 - Carole R. Beal, W. Lewis Johnson, Richard Dabrowski, Shumin Wu:
Individualized feedback and simulation-based practice in the Tactical Language Training System: An experimental evaluation. AIED 2005: 747-749 - Carole R. Beal, Erin Shaw, Yuan-Chun Chiu, Hyokyeong Lee, Hannes Högni Vilhjálmsson, Lei Qu:
Enhancing ITS instruction with integrated assessments of learner mood, motivation and gender. AIED 2005: 750-752 - Laura Blasi:
Exploring Simulations in Science through the Virtual Lab Research Study: From NASA Kennedy Space Center to High School Classrooms. AIED 2005: 753-755 - Anders Bouwer, Bert Bredeweg:
Generating Structured Explanations of System Behaviour Using Qualitative Simulations. AIED 2005: 756-758 - Pierre-André Caron, Alain Derycke, Xavier Le Pallec:
The Bricoles project: support socially informed design of learning environment. AIED 2005: 759-761 - H. Chad Lane, Mark G. Core, Michael van Lent, Steve Solomon, Dave Gomboc:
Explainable Artificial Intelligence for Training and Tutoring. AIED 2005: 762-764 - Cong Chen, John Yen, Michael S. Miller, Richard A. Volz, Wayne L. Shebilske:
An Agent-based Framework for Enhancing Helping Behaviors in Human Teamwork. AIED 2005: 765-767 - Emily Ching, Chih-Ti Chen, Chih-Yueh Chou, Yi-Chan Deng, Tak-Wai Chan:
P. AIED 2005: 768-770 - Sunhee Choi, Hyokyeong Lee:
Cognitive and Motivational Effects of Animated Pedagogical Agent for Learning English as a Second Language. AIED 2005: 771-773 - Christoph Noor, Jacobijn Sandberg, Bob J. Wielinga:
Added value of a task model and role of metacognition in learning. AIED 2005: 774-776 - Ricardo Conejo, Eduardo Guzmán, José-Luis Pérez-de-la-Cruz, Eva Millán:
Introducing adaptive assistance in adaptive testing. AIED 2005: 777-779 - Albert T. Corbett, Angela Z. Wagner, Chih-Yu Chao, Sharon Lesgold, Scott M. Stevens, Harry Ulrich:
Student Questions in a Classroom Evaluation of the ALPS Learning Environment. AIED 2005: 780-782 - Marek Czarkowski, Judy Kay, Serena Potts:
Scrutability as a core interface element. AIED 2005: 783-785 - Yi-Chan Deng, Sung-Bin Chang, Ben Chang, Tak-Wai Chan:
DCE: A One-on-One Digital Classroom Environment. AIED 2005: 786-788 - Christo Dichev, Darina Dicheva:
Contexts in Educational Topic Maps. AIED 2005: 789-791 - Wouter van Diggelen, Maarten Overdijk, Jerry Andriessen:
Analyzing Computer Mediated and Face-to-Face Interactions: Implications for Active Support. AIED 2005: 792-794 - Douglas Chesher, Judy Kay, Nicholas J. C. King:
Adding a reflective layer to a simulation-based learning environment. AIED 2005: 795-797 - Barbara Di Eugenio, Xin Lu, Trina C. Kershaw, Andrew Corrigan-Halpern, Stellan Ohlsson:
Positive and negative verbal feedback for Intelligent Tutoring Systems. AIED 2005: 798-800 - Armin Fiedler, Dimitra Tsovaltzi:
Domain-Knowledge Manipulation for Dialogue-Adaptive Hinting. AIED 2005: 801-803 - Evangelia Gouli, Agoritsa Gogoulou, Kyparisia A. Papanikolaou, Maria Grigoriadou:
How to Qualitatively + Quantitatively Assess Concepts Maps: the case of COMPASS. AIED 2005: 804-806 - Patricia Gounon, Pascal Leroux, Xavier Dubourg:
Describing Learner Support: An adaptation of IMS-LD Educational Modelling Language. AIED 2005: 807-809 - Beate Grawemeyer, Richard Cox:
Developing a Bayes-net based student model for an External Representation Selection Tutor. AIED 2005: 810-812 - Gahgene Gweon, Carolyn Penstein Rosé, Regan Carey, Zachary Sam Zaiss:
Towards Data-Driven Design of a Peer Collaborative Agent. AIED 2005: 813-815 - Andreas Harrer, Michael Vetter, Stefan Thür, Jens Brauckmann:
Discovery of Patterns in Learner Actions. AIED 2005: 816-818 - Cecily Heiner, Joseph Beck, Jack Mostow:
When do Students Interrupt Help? Effects of Time, Help Type, and Individual Differences. AIED 2005: 819-826 - Helmut Horacek, Magdalena Wolska:
Fault-Tolerant Interpretation of Mathematical Formulas in Context. AIED 2005: 827-829 - Kai Herrmann, Heinz Ulrich Hoppe, Markus Kuhn:
Help in Modelling with Visual Languages. AIED 2005: 830-832 - Ronghuai Huang, Huanglingzi Liu:
Knowledge Extraction and Analysis on Collaborative Interaction. AIED 2005: 833-835 - Marc Jansen, Björn Eisen, Heinz Ulrich Hoppe:
Enriching Classroom Scenarios with Tagged Objects. AIED 2005: 836-838 - Ray H. Kemp, Elisabeth G. Todd, Rosemary Krsinich:
Testing the Effectiveness of the Leopard Tutor under Experimental Conditions. AIED 2005: 839-841