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ORCIDInternational Journal of Artificial Intelligence in Education, Volume 27
Volume 27, Number 1, March 2017
- Tiffany Barnes
, Kristy Elizabeth Boyer, Sharon I-Han Hsiao, Nguyen-Thinh Le, Sergey A. Sosnovsky:
Preface for the Special Issue on AI-Supported Education in Computer Science. 1-4 - Behrooz Mostafavi, Tiffany Barnes:
Evolution of an Intelligent Deductive Logic Tutor Using Data-Driven Elements. 5-36 - Kelly Rivers, Kenneth R. Koedinger:
Data-Driven Hint Generation in Vast Solution Spaces: a Self-Improving Python Programming Tutor. 37-64 - Alex Gerdes, Bastiaan Heeren, Johan Jeuring, L. Thomas van Binsbergen:
Ask-Elle: an Adaptable Programming Tutor for Haskell Giving Automated Feedback. 65-100 - Cynthia Howard, Pamela W. Jordan, Barbara Di Eugenio, Sandra Katz:
Shifting the Load: a Peer Dialogue Agent that Encourages its Human Collaborator to Contribute More to Problem Solving. 101-129 - Joseph B. Wiggins, Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester:
Do You Think You Can? The Influence of Student Self-Efficacy on the Effectiveness of Tutorial Dialogue for Computer Science. 130-153 - Julien Broisin, Rémi Venant, Philippe Vidal:
Lab4CE: a Remote Laboratory for Computer Education. 154-180 - Nigel Bosch, Sidney K. D'Mello:
The Affective Experience of Novice Computer Programmers. 181-206 - Foteini Grivokostopoulou, Isidoros Perikos, Ioannis Hatzilygeroudis:
An Educational System for Learning Search Algorithms and Automatically Assessing Student Performance. 207-240
Volume 27, Number 2, June 2017
- Nizar Omheni, Anis Kalboussi, Omar Mazhoud, Ahmed Hadj Kacem:
Computing of Learner's Personality Traits Based on Digital Annotations. 241-267 - Jason M. Harley, Susanne P. Lajoie, Claude Frasson, Nathan C. Hall:
Developing Emotion-Aware, Advanced Learning Technologies: A Taxonomy of Approaches and Features. 268-297 - Martina A. Rau:
Do Knowledge-Component Models Need to Incorporate Representational Competencies? 298-319 - Lauren Fratamico, Cristina Conati, Samad Kardan, Ido Roll:
Applying a Framework for Student Modeling in Exploratory Learning Environments: Comparing Data Representation Granularity to Handle Environment Complexity. 320-352 - Avelino J. Gonzalez, James Hollister, Ronald F. DeMara, Jason Leigh, Brandan Lanman, Sangyoon Lee, Shane T. Parker, Christopher Walls, Jeanne E. Parker, Josiah Wong, Clayton Barham, Bryan Wilder:
AI in Informal Science Education: Bringing Turing Back to Life to Perform the Turing Test. 353-384
Volume 27, Number 3, September 2017
- Ilya M. Goldin, Susanne Narciss, Peter W. Foltz, Malcolm Bauer:
New Directions in Formative Feedback in Interactive Learning Environments. 385-392 - Claire E. Stevenson:
Role of Working Memory and Strategy-Use in Feedback Effects on children's Progression in Analogy Solving: an Explanatory Item Response Theory Account. 393-418 - Maria Cutumisu, Kristen Pilner Blair, Doris B. Chin, Daniel L. Schwartz:
Assessing Whether Students Seek Constructive Criticism: The Design of an Automated Feedback System for a Graphic Design Task. 419-447 - Eliane Stampfer Wiese, Kenneth R. Koedinger:
Designing Grounded Feedback: Criteria for Using Linked Representations to Support Learning of Abstract Symbols. 448-474 - Isidoros Perikos, Foteini Grivokostopoulou, Ioannis Hatzilygeroudis:
Assistance and Feedback Mechanism in an Intelligent Tutoring System for Teaching Conversion of Natural Language into Logic. 475-514 - Nancy L. Green:
Argumentation Scheme-Based Argument Generation to Support Feedback in Educational Argument Modeling Systems. 515-533 - Lakshmi Ramachandran, Edward F. Gehringer, Ravi Yadav:
Automated Assessment of the Quality of Peer Reviews using Natural Language Processing Techniques. 534-581 - Huy Nguyen, Wenting Xiong, Diane J. Litman:
Iterative Design and Classroom Evaluation of Automated Formative Feedback for Improving Peer Feedback Localization. 582-622 - Matthew W. Easterday, Daniel Rees Lewis, Elizabeth M. Gerber:
Designing Crowdcritique Systems for Formative Feedback. 623-663
Volume 27, Number 4, December 2017
- Rebecca J. Passonneau, Danielle S. McNamara, Smaranda Muresan, Dolores Perin:
Preface: Special Issue on Multidisciplinary Approaches to AI and Education for Reading and Writing. 665-670 - Brendan Barstow, Lisa Fazio, Jordan Lippman, Mohammad Hassan Falakmasir, Christian D. Schunn, Kevin D. Ashley:
The Impacts of Domain-General vs. Domain-Specific Diagramming Tools on Writing. 671-693 - Zahra Rahimi, Diane J. Litman, Richard Correnti, Elaine Wang, Lindsay Clare Matsumura:
Assessing Students' Use of Evidence and Organization in Response-to-Text Writing: Using Natural Language Processing for Rubric-Based Automated Scoring. 694-728 - Charissa Tansomboon, Libby F. Gerard, Jonathan M. Vitale, Marcia C. Linn:
Designing Automated Guidance to Promote Productive Revision of Science Explanations. 729-757 - Jennifer Wiley, Peter M. Wiemer-Hastings, Dylan Blaum, Allison Jaeger, Simon Hughes, Patricia S. Wallace, Thomas D. Griffin, Mary Anne Britt:
Different Approaches to Assessing the Quality of Explanations Following a Multiple-Document Inquiry Activity in Science. 758-790 - Beata Beigman Klebanov, Jill Burstein, Judith Harackiewicz, Stacy Priniski, Matthew Mulholland:
Reflective Writing About the Utility Value of Science as a Tool for Increasing STEM Motivation and Retention - Can AI Help Scale Up? 791-818
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