Table of Contents

• Can Computers Teach You To Think And Care? The Modeling Debates RevisitedSusanne P. Lajoie. 3 [doi]
• Open-domain sketch understanding for AI and EducationKenneth D. Forbus. 4 [doi]
• Exploiting User Generated Content to Improve SearchWolfgang Nejdl. 5 [doi]
• Cohesion Relationships in Tutorial Dialogue as Predictors of Affective StatesSidney K. D Mello, Nia Dowell, Arthur C. Graesser. 9-16 [doi]
• Emotion Sensors Go To SchoolIvon Arroyo, David G. Cooper, Winslow Burleson, Beverly Park Woolf, Kasia Muldner, Robert Christopherson. 17-24 [doi]
• Modeling Task-Based vs. Affect-based Feedback Behavior in Pedagogical Agents: An Inductive ApproachJennifer L. Robison, Scott W. McQuiggan, James C. Lester. 25-32 [doi]
• Adapting to Student Uncertainty Improves Tutoring DialoguesKatherine Forbes-Riley, Diane J. Litman. 33-40 [doi]
• Affective Gendered Learning CompanionsIvon Arroyo, Beverly Park Woolf, James M. Royer, Minghui Tai. 41-48 [doi]
• Predicting Learner Answers Correctness through Brainwaves Assesment and Emotional DimensionsAlicia Heraz, Claude Frasson. 49-56 [doi]
• Antecedent-Consequent Relationships and Cyclical Patterns between Affective States and Problem Solving OutcomesSidney K. D Mello, Natalie K. Person, Blair Lehman. 57-64 [doi]
• The Impact of Privacy on Learners in the Context of a Web-Based TestHicham Hage, Esma Aïmeur. 65-72 [doi]
• What Students Expect May Have More Impact Than What They Know or FeelG. Tanner Jackson, Arthur C. Graesser, Danielle S. McNamara. 73-80 [doi]
• Affective Artificial Intelligence in Education: From Detection to AdaptationEmmanuel G. Blanchard, Boris Volfson, Yuan-Jin Hong, Susanne P. Lajoie. 81-88 [doi]
• Development of Production System for Anywhere and Class PracticeKazuhisa Miwa, Ryuichi Nakaike, Junya Morita, Hitoshi Terai. 91-98 [doi]
• Off-Task Behavior in Narrative-Centered Learning EnvironmentsJonathan P. Rowe, Scott W. McQuiggan, Jennifer L. Robison, James C. Lester. 99-106 [doi]
• Using Task-Based Modeling to Generate Scaffolding in Narrative-Guided Exploratory Learning EnvironmentsJames M. Thomas, R. Michael Young. 107-114 [doi]
• A Reconfigurable Architecture for Building Intelligent Learning EnvironmentsJoseph G. Linn, James Segedy, Hogyeong Jeong, Benjamin Podgursky, Gautam Biswas. 115-122 [doi]
• Evidence of Misunderstandings in Tutorial Dialogue and their Impact on LearningPamela W. Jordan, Diane J. Litman, Michael Lipschultz, Joanna Drummond. 125-132 [doi]
• Educational Question Answering based on Social Media ContentIryna Gurevych, Delphine Bernhard, Kateryna Ignatova, Cigdem Toprak. 133-140 [doi]
• Discovering Tutorial Dialogue Strategies with Hidden Markov ModelsKristy Elizabeth Boyer, Eunyoung Ha, Michael D. Wallis, Robert Phillips, Mladen A. Vouk, James C. Lester. 141-148 [doi]
• Using Natural Language Processing to Analyze Tutorial Dialogue Corpora Across Domains ModalitiesDiane J. Litman, Johanna D. Moore, Myroslava Dzikovska, Elaine Farrow. 149-156 [doi]
• An Overview of LSA-Based Systems for Supporting Learning and TeachingPhilippe Dessus. 157-164 [doi]
• Assessing Student Paraphrases Using Lexical Semantics and Word WeightingVasile Rus, Mihai C. Lintean, Arthur C. Graesser, Danielle S. McNamara. 165-172 [doi]
• Analysing Semantic Flow in Academic WritingStephen T. O Rourke, Rafael A. Calvo. 173-180 [doi]
• Interactive Paraphrase Training: The Development and Testing of an iSTART ModuleDanielle S. McNamara, Chutima Boonthum, Christopher A. Kurby, Joe Magliano, Srinivasa Pillarisetti, Cédrick Bellissens. 181-188 [doi]
• Automated Assessment of Oral Reading ProsodyJack Mostow, Minh Duong. 189-196 [doi]
• To Elicit Or To Tell: Does It Matter?Min Chi, Pamela W. Jordan, Kurt VanLehn, Diane J. Litman. 197-204 [doi]
• Intelligent Authoring of Graph of Microworlds for Adaptive Learning with Microworlds based on Compositional ModelingTomoya Horiguchi, Tsukasa Hirashima. 207-214 [doi]
• Structuring Learning/Instructional Strategies through a State-based ModelingYusuke Hayashi, Jacqueline Bourdeau, Riichiro Mizoguchi. 215-222 [doi]
• Using Data Mining Techniques to Support the Creation of Competence OntologiesSabrina Ziebarth, Nils Malzahn, Heinz Ulrich Hoppe. 223-230 [doi]
• Looking Into Collaborative Learning: Design from Macro- and Micro-Script PerspectivesEloy D. Villasclaras-Fernández, Seiji Isotani, Yusuke Hayashi, Riichiro Mizoguchi. 231-238 [doi]
• Fostering engaged and directed learning by activity foregrounding and backgroundingKatherine Howland, Benedict du Boulay, Judith Good. 241-248 [doi]
• Will Google destroy western democracy? Bias in policy problem solvingMatthew W. Easterday, Vincent Aleven, Richard Scheines, Sharon M. Carver. 249-256 [doi]
• Discovering Causal Models of Self-Regulated LearningDavid Brokenshire, Vive Kumar. 257-264 [doi]
• A model of learners profiles management processCarole Eyssautier-Bavay, Stéphanie Jean-Daubias, Jean-Philippe Pernin. 265-272 [doi]
• Highlighting Learning Across a Degree with an Independent Open Learner ModelSusan Bull, Peter Gardner. 275-282 [doi]
• Handling Uncertainty and Multiple Perspectives for Learner Modeling by Cognitive MappingAlejandro Peña Ayala. 283-290 [doi]
• Student Knowledge Diagnosis Using Item Response Theory and Constraint-Based ModelingJaime Gálvez, Eduardo Guzmán, Ricardo Conejo, Eva Millán. 291-298 [doi]
• Belief Exploration in a Multiple-Media Open Learner Model for Basic HarmonyMatthew Johnson, Susan Bull. 299-306 [doi]
• A Recommender System for Collaborative KnowledgeWeiqin Chen, Richard Persen. 309-316 [doi]
• Are Your Students Working Creatively Together? Automatically Recognizing Creative Turns in Student e-DiscussionsBruce M. McLaren, Rupert Wegerif, Jan Miksatko, Oliver Scheuer, Marian Chamrada, Nasser Mansour. 317-324 [doi]
• Knowledge Co-construction and Initiative in Peer Learning InteractionsCynthia Kersey, Barbara Di Eugenio, Pamela W. Jordan, Sandra Katz. 325-332 [doi]
• MOT 2.0: A Case Study on the Usefuleness of Social Modeling for Personalized E-Learning SystemsFawaz Ghali, Alexandra I. Cristea. 333-340 [doi]
• Modeling Helping Behavior in an Intelligent Tutor for Peer TutoringErin Walker, Nikol Rummel, Kenneth R. Koedinger. 341-348 [doi]
• Towards Automatic Assessment for Project Based Learning GroupsGahgene Gweon, Rohit Kumar, SooJin Jun, Carolyn Penstein Rosé. 349-356 [doi]
• Use of Semantics to Build an Academic Writing Community EnvironmentSirisha Bajanki, Kathrin Kaufhold, Alex Le Bek, Vania Dimitrova, Lydia Lau, Rebecca O Rourke, Aisha Walker. 357-364 [doi]
• Engaging Collaborative Learners with Helping AgentsSourish Chaudhuri, Rohit Kumar, Iris Howley, Carolyn Penstein Rosé. 365-372 [doi]
• Revisiting Ill-Definedness and the Consequences for ITSsAntonija Mitrovic, Amali Weerasinghe. 375-382 [doi]
• Exploiting Partial Problem Spaces Learned from Users Interactions to Provide Key Tutoring Services in Procedural and Ill-Defined DomainsPhilippe Fournier-Viger, Roger Nkambou, Engelbert Mephu Nguifo. 383-390 [doi]
• Feedback Specificity and the Learning of Intercultural Communication SkillsMatthew Hays, H. Chad Lane, Daniel Auerbach, Mark G. Core, Dave Gomboc, Milton Rosenberg. 391-398 [doi]
• An Evaluation of Sociocultural Data for Predicting Attitudinal TendenciesEmmanuel G. Blanchard, Marguerite Roy, Susanne P. Lajoie, Claude Frasson. 399-406 [doi]
• Error-Based Simulation to Promote Awareness of Errors in Elementary Mechanics and Its EvaluationTsukasa Hirashima, Isao Imai, Tomoya Horiguchi, Takahito Toumoto. 409-416 [doi]
• Intelligent Support for Inquiry Learning from Images: A Learning Scenario and ToolPaul Mulholland, Zdenek Zdráhal, Jan Abrahamcik, Annika Wolff. 417-424 [doi]
• Scaffolding effective help-seeking behaviour in mastery and performance oriented learnersAmanda Harris, Victoria Bonnett, Rosemary Luckin, Nicola Yuill, Katerina Avramides. 425-432 [doi]
• Developing Navigation Planning Skill with Learner-Adaptable ScaffoldingAkihiro Kashihara, Kazuaki Taira. 433-440 [doi]
• Intelligent Tutoring Systems with Multiple Representations and Self-Explanation Prompts Support Learning of FractionsMartina A. Rau, Vincent Aleven, Nikol Rummel. 441-448 [doi]
• Self-regulated Fading in On-line LearningRay H. Kemp, Elizabeth A. Kemp, Elisabeth G. Todd. 449-456 [doi]
• To Tutor or Not to Tutor: That is the QuestionLeena M. Razzaq, Neil T. Heffernan. 457-464 [doi]
• Generating Instruction Automatically for the Reading Strategy of Self-QuestioningJack Mostow, Wei Chen. 465-472 [doi]
• Educational Software Features that Encourage and Discourage "Gaming the System"Ryan Shaun Joazeiro de Baker, Adriana M. J. B. de Carvalho, Jay Raspat, Vincent Aleven, Albert T. Corbett, Kenneth R. Koedinger. 475-482 [doi]
• Detecting Significant Events in Lecture Video using Supervised Machine LearningChristopher A. Brooks, Kristofor Amundson, Jim E. Greer. 483-490 [doi]
• I learn from you, you learn from me: How to make iList learn from studentsDavide Fossati, Barbara Di Eugenio, Stellan Ohlsson, Christopher W. Brown, Lin Chen, David G. Cosejo. 491-498 [doi]
• Detecting the Learning Value of Items In a Randomized Problem SetZachary A. Pardos, Neil T. Heffernan. 499-506 [doi]
• The Impact of Off-task and Gaming Behaviors on Learning: Immediate or Aggregate?Mihaela Cocea, Arnon Hershkovitz, Ryan Shaun Joazeiro de Baker. 507-514 [doi]
• Intelligent Learning Object Guide (iLOG): A Framework for Automatic Empirically-Based Metadata GenerationS. A. Riley, Lee Dee Miller, Leen-Kiat Soh, Ashok Samal, Gwen Nugent. 515-522 [doi]
• Using Learning Decomposition to Analyze Instructional Effectiveness in the ASSISTment SystemMingyu Feng, Neil T. Heffernan, Joseph E. Beck. 523-530 [doi]
• Performance Factors Analysis - A New Alternative to Knowledge TracingPhilip I. Pavlik, Hao Cen, Kenneth R. Koedinger. 531-538 [doi]
• Personal Access Tutor - helping students to learn MS AccessSilviu Risco, Jim Reye. 541-548 [doi]
• An Intelligent Partner for Organizing a ParagraphHidenobu Kunichika, Chiaki Miyazaki, Yuto Matsuki, Robert Chartrand, Akira Takeuchi. 549-556 [doi]
• MAGADI: a Blended-Learning Framework for Overall LearningAinhoa Alvarez, Samara Ruiz, Maite Martín, Isabel Fernández de Castro, Maite Urretavizcaya. 557-564 [doi]
• Consultation of Misconceptions Representations by Students in Education-Related CoursesRasyidi Johan, Susan Bull. 565-572 [doi]
• Narrative Creation from Online Video as Knowledge RepresentationRalph Barthel, Mike Sharples, Shaaron Ainsworth. 575-577 [doi]
• Effects of Erroneous Examples - Results of a Preliminary School ExperimentErica Melis, Dieter Kriesell. 578-580 [doi]
• Developing an ITS in SudokuLam-for Kwok, Carter Yu. 584-586 [doi]
• Motivational Diagnosis in ITSs: Collaborative, Reflective Self-ReportKaterina Avramides, Benedict du Boulay. 587-589 [doi]
• Assessing Argument Diagrams in an Ill-defined DomainNiels Pinkwart, Collin Lynch, Kevin D. Ashley, Vincent Aleven. 590-592 [doi]
• From Conceptual Models to Agent-based Simulations: Why and HowSwaroop Vattam, Ashok K. Goel, Spencer Rugaber, Cindy E. Hmelo-Silver, Rebecca Jordan. 593-595 [doi]
• Collaborative Dialog While Studying Worked-out ExamplesRobert G. M. Hausmann, Timothy J. Nokes, Kurt VanLehn, Brett van de Sande. 596-598 [doi]
• Granularity-Adaptive Proof PresentationMarvin Schiller, Christoph Benzmüller. 599-601 [doi]
• Operation ARIES!: A Computerized Game for Teaching Scientific InquiryPatricia S. Wallace, Arthur C. Graesser, Keith K. Millis, Diane F. Halpern, Zhiqiang Cai, Mary Anne Britt, Joseph Magliano, Katja Wiemer. 602-604 [doi]
• Transfer Learning and Representation Discovery in Intelligent Tutoring SystemsKimberly Ferguson, Beverly Park Woolf, Sridhar Mahadevan. 605-607 [doi]
• Implementing Role- and Relationship-based Identity Management in E-learning EnvironmentsMohd M. Anwar, Jim E. Greer. 608-610 [doi]
• Different forms of Scaffolding, Different Learning OutcomesInge Molenaar, C. A. M. van Boxte, Peter J. C. Sleegers. 611-613 [doi]
• A Phoneme-Based Student Model for Adaptive Spelling TrainingGian-Marco Baschera, Markus Gross. 614-616 [doi]
• Learner Trust in Learner Model ExternalisationsNorasnita Ahmad, Susan Bull. 617-619 [doi]
• An experiment to measure learning in a collaborative assessment environmentRicardo Conejo, Beatriz Barros, Eduardo Guzmán, Jaime Gálvez. 620-622 [doi]
• Can relaxation exercises improve learning?Mohd Zaliman Yusoff, Benedict du Boulay. 623-625 [doi]
• Identifying strategies in user s exploratory learning behaviour for mathematical generalisationMihaela Cocea, George D. Magoulas. 626-628 [doi]
• An Analysis and Feedback Infrastructure for Argumentation Learning SystemsOliver Scheuer, Bruce M. McLaren, Frank Loll, Niels Pinkwart. 629-631 [doi]
• Who Helps When the Tutor Is Asleep?Quincy Brown, Dario D. Salvucci, Frank J. Lee, Vincent Aleven. 632-634 [doi]
• MetaTutor: Analyzing Self-Regulated Learning in a Tutoring System for BiologyRoger Azevedo, Amy M. Witherspoon, Arthur C. Graesser, Danielle S. McNamara, Amber Chauncey, Emily Siler, Zhiqiang Cai, Vasile Rus, Mihai C. Lintean. 635-637 [doi]
• Educational Narrative and Student Modeling for Ill-Defined DomainsRania A. HodHod, Daniel Kudenko, Paul A. Cairns. 638-640 [doi]
• Bringing Qualitative Reasoning Models into the Classroom for Scientific Education of Deaf StudentsPaulo Salles, Gisele M. Feltrini, Isabella G. de Sá, Mônica M. P. Resende, Heloisa Lima-Salles. 641-643 [doi]
• Learners exploratory behavior within MetaTutorAmy M. Witherspoon, Roger Azevedo, Zhiqiang Cai. 644-646 [doi]
• Evaluating an Authoring Tool for Mini-DialogsRohit Kumar, Alicia Sagae, W. Lewis Johnson. 647-649 [doi]
• An abstract modeling of learning environments to ensure tracking of learnersTriomphe Ramandalahy, Philippe Vidal, Julien Broisin. 650-652 [doi]
• An Evaluation of Pedagogical Feedbacks in DIAGRAM, a Learning Environment for Object-Oriented ModelingMathilde Alonso, Dominique Py. 653-655 [doi]
• A Study on the Automatic Selection of Candidate Sentences DistractorsItziar Aldabe, Montse Maritxalar, Ruslan Mitkov. 656-658 [doi]
• Interaction Preferences and Learning in an Inspectable Learner Model for LanguageGheida Shahrour, Susan Bull. 659-661 [doi]
• Learning by Guiding a Teachable Agent to Play an Educational GameLena Pareto, Daniel L. Schwartz, Lars Svensson. 662-664 [doi]
• The "DeMAND" coding scheme: A "common language" for representing and analyzing student discourseGwendolyn E. Campbell, Natalie B. Steinhauser, Myroslava Dzikovska, Johanna D. Moore, Charles B. Callaway, Elaine Farrow. 665-667 [doi]
• Combining Evaluative and Generative Diagnosis in ACTIVEMATHGeorge Goguadze, Erica Melis. 668-670 [doi]
• Virtual Team Members for Team TrainingMichael Miller. 671-673 [doi]
• The Relationship Between Modality and Metacognition While Interacting with AutoTutorJeremiah Sullins, Moongee Jeon, Sidney K. D Mello, Arthur C. Graesser. 674-676 [doi]
• Tough Love: The Influence of an Agent s Negative Affect on Students LearningJeremiah Sullins, Scotty D. Craig, Arthur C. Graesser. 677-679 [doi]
• Incorporating Vicarious Learning Environments with Discourse Scaffolds into Physics ClassroomsScotty D. Craig, Joshua K. Brittingham, Joah Williams, Kyle R. Cheney, Barry Gholson. 680-682 [doi]
• Affect Recognition from SpeechLi Zhang, Virginia Francisco. 683-685 [doi]
• Toward Scenario Adaptation for LearningJames Niehaus, Mark Riedl. 686-688 [doi]
• Building a knowledge-based recommender for inclusive eLearning scenariosOlga C. Santos, Jesus Boticario. 689-691 [doi]
• Explicit Social Goals and Learning in a Game for Cross-cultural NegotiationAmy Ogan, Julia Kim, Vincent Aleven, Christopher Jones. 692-694 [doi]
• Children who Interpret Graphs as PicturesGrecia Garcia Garcia, Richard Cox. 695-697 [doi]
• Flexible Environment for Supervising Simulation-Based Learning SituationsViviane Guéraud, Anne Lejeune, Jean-Michel Adam, Michel Dubois, Nadine Mandran. 698-700 [doi]
• Learning to Identify Students Off-Task Behavior in Intelligent Tutoring SystemsSuleyman Cetintas, Luo Si, Yan Ping Xin, Casey Hord, Dake Zhang. 701-703 [doi]
• Identifying Unresolved Issues in Online Student Discussions: A Multi-Phase Dialogue Classification ApproachJihie Kim, Taehwan Kim, Jia Li. 704-706 [doi]
• The Extensible Problem-Specific Tutor (xPST): Evaluation of an API for Tutoring on Existing InterfacesStephen B. Gilbert, Stephen Blessing, Sateesh Kodavali. 707-709 [doi]
• MentorMatch: Using student mentors to scaffold participation and learning within an online discussion boardErin Shaw, Jihie Kim, Pachara Supanakoon. 710-712 [doi]
• Orchestrating Collaborative Learning in a 1: 1 Technology ClassroomJitti Niramitranon, Mike Sharples, Chris Greenhalgh. 713-715 [doi]
• Inducing positive emotional state in Intelligent Tutoring SystemsSoumaya Chaffar, Lotfi Derbali, Claude Frasson. 716-718 [doi]
• EAGLE: An Intelligent Tutoring System to Support Experiential Learning Through Video GamesLaura Naismith, Emmanuel G. Blanchard, John Ranellucci, Susanne P. Lajoie. 719-721 [doi]
• Predicting Stress Level Variation from Learner Characteristics and BrainwavesAlicia Heraz, Imene Jraidi, Maher Chaouachi, Claude Frasson. 722-724 [doi]
• Eliciting Emotional Thought During Critical Reading for Academic WritingSatoshi V. Suzuki, Aiko Shiraishi, Hiroaki Suzuki. 725-727 [doi]
• Animal Companion Approach to Fostering Students Effort-Making BehaviorsZhi-Hong Chen, Calvin C. Y. Liao, Tzu-Chao Chien, Tak-Wai Chan. 728-730 [doi]
• From Cognitive to Pedagogical Knowledge Models in Problem-Solving ITS FrameworksJean-François Lebeau, Mikaël Fortin, Luc Paquette, André Mayers. 731-733 [doi]
• Designing Virtual Animal Companions by Emotional Responsibility StrategyZhi-Hong Chen, Calvin C. Y. Liao, Tzu-Chao Chien, Tak-Wai Chan. 734-736 [doi]
• Can Virtual Human Build Rapport and Promote Learning?Ning Wang, Jonathan Gratch. 737-739 [doi]
• Intelligent Coaching for Collaboration in Ill-Defined DomainsToby Dragon, Beverly Park Woolf, Tom Murray. 740-742 [doi]
• Motivation and Collaboration On-LineIris Howley, Sourish Chaudhuri, Rohit Kumar, Carolyn Penstein Rosé. 743-745 [doi]
• A VR Environment for Assessing Dental Surgical ExpertisePhattanapon Rhienmora, Peter Haddawy, Siriwan Suebnukarn, Matthew N. Dailey. 746-748 [doi]
• Utility in hint generation: Selection of hints from a corpus of student workJohn C. Stamper, Tiffany Barnes. 749-751 [doi]
• Scaffolding Motivation and Metacognition in Learning ProgrammingAlison Hull, Benedict du Boulay. 755-756 [doi]
• Schema Acquisition: Implications for the Instructional Design of ExamplesSiti Soraya Abdul Rahman, Benedict du Boulay. 757-758 [doi]
• A Probabilistic Model for Student Knowledge Diagnosis in Learning EnvironmentsJaime Gálvez. 759-760 [doi]
• Toward Adaptive Presentations of Student Models in eLearning EnvironmentsLuca Mazzola, Riccardo Mazza. 761-762 [doi]
• The Friend: Socially-Intelligent Tutoring and CollaborationJozef Tvarozek, Mária Bieliková. 763-764 [doi]
• Personalised Support for Reflective Learning in Fire Risk AssessmentWichai Eamsinvattana, Vania Dimitrova, David Allen. 765-766 [doi]
• Effective Tutoring with Affective Embodied Conversational AgentsSharon Moyo, Paul Piwek. 767-768 [doi]
• The Illusion of Adaptivity as Instructional Method in Learning EnvironmentsMieke Vandewaetere, Geraldine Clarebout, Piet Desmet. 769-770 [doi]
• Your half is bigger than mine : motivating children to understand fractionsArife B. Aytac, Nicola Yuill. 771-772 [doi]
• The Effect of Mood on Medical Students Diagnostic PerformanceJohn Ranellucci, Susanne P. Lajoie. 773-774 [doi]
• Recommendations support in standard-based learning management systemsOlga C. Santos. 775-776 [doi]
• Investigating the Effects of Social Goals in a Negotiation Game with Virtual HumansAmy Ogan, Vincent Aleven, Christopher Jones. 777-778 [doi]
• Validating and Representing Case Based KnowledgeGeneviève Gauthier, Susanne P. Lajoie. 779-780 [doi]
• Learning from Feedback In BioWorldLaura Naismith, Susanne P. Lajoie. 781-782 [doi]
• Demonstrating Empathy in a Learning Mentor AgentGeoffrey Allan, Judith Good. 783-784 [doi]
• The Use of IRT for Adaptive Item Selection in Item-Based Learning EnvironmentsKelly Wauters, Wim van den Noortgate, Piet Desmet. 785-786 [doi]
• Integrating Conceptual and Procedural Knowledge for Middle-school MathGustavo Santos, Iris Howley, Brad Copenhaver, Vincent Aleven. 787-788 [doi]
• Educational Narrative-Based Environment to Teach EthicsRania A. HodHod. 789-790 [doi]
• Alelo s Conversational AI Technologies for Language and Culture EducationW. Lewis Johnson. 793 [doi]
• A Simulator for Explaining Organic Reactions through Qualitative ReasoningY. C. Alicia Tang, Sharifuddin Mohd. Zain, Noorsaadah Abdul Rahman, Rukaini Abdullah. 794 [doi]
• The MATHESIS Algebra Tutor: Web-based Expert Tutoring via Deep Model TracingDimitrios Sklavakis, Ioannis Refanidis. 795 [doi]
• ARIES: An Intelligent Tutoring System Assisted by Conversational AgentsZhiqiang Cai, Arthur C. Graesser, Keith K. Millis, Diane F. Halpern, Patricia S. Wallace, Cristian Moldovan, Carol Forsyth. 796 [doi]
• Modelling Achievement Goal Orientation in the Ecolab: A Simulated Science Environment for Primary-aged ChildrenAmanda Harris, Katerina Avramides, Rosemary Luckin, Nicola Yuill, Victoria Bonnett. 797 [doi]
• Encouraging Classrooms that CareMadeline Balaam, Eric Harris, Geraldine Fitzpatrick. 798 [doi]
• Collaborative assessment with SIETTERicardo Conejo, Beatriz Barros, Eduardo Guzmán, Jaime Gálvez. 799 [doi]
• Supporting the Process of Academic Writing through Semantic Social ScaffoldingKathrin Kaufhold, Rebecca O Rourke, Aisha Walker, Lydia Lau, Alex Le Bek, Sirisha Bajanki, Vania Dimitrova. 800 [doi]
• Metatutor: An adaptive system for fostering self-regulated learningMihai C. Lintean, Amy M. Witherspoon, Zhiqiang Cai, Roger Azevedo. 801 [doi]
• AutoTutor LiteXiangen Hu, Zhiqiang Cai, Lu Han, Scotty D. Craig, Tianjiang Wang, Arthur C. Graesser. 802 [doi]
• GnuTutor: An open source intelligent tutoring systemAndrew Olney. 803 [doi]
• An Eco-Friendly Intelligent Environment for Exploring Mathematical GeneralisationDarren Pearce, Eirini Geraniou, Sergio Gutiérrez Santos, Manolis Mavrikis, Mihaela Cocea, Celia Hoyles, Ken Kahn, George D. Magoulas, Richard Noss, Alexandra Poulovassilis, Niall Winters. 804 [doi]
• Scalability Issues in AIEDW. Lewis Johnson, Kurt VanLehn. 807 [doi]
• The 2nd Workshop on Question GenerationVasile Rus, James Lester. 808 [doi]
• The Second Workshop on Culturally Aware Tutoring SystemsEmmanuel G. Blanchard, H. Chad Lane, Daniele Allard. 809 [doi]
• Closing the Affective Loop in Intelligent Learning EnvironmentsCristina Conati, Tanja Mitrovic. 810 [doi]
• SWEL 09 @ AIED 09: Ontologies and Social Semantic Web for Intelligent Educational SystemsNiels Pinkwart, Darina Dicheva, Riichiro Mizoguchi. 811 [doi]
• Intelligent Educational GamesH. Chad Lane, Amy E. Ogan, Valerie J. Shute. 812 [doi]
• Enabling creative learning design: how HCI, User Modelling and Human Factors helpPatricia Charlton, Maria Grigoriadou, Diana Laurillard, George D. Magoulas, Kyparisia A. Papanikolaou. 813 [doi]
• Towards User Modeling and Adaptive Systems for All (TUMAS-A 2009): Modeling and Evaluation of Accessible Intelligent Learning SystemsOlga C. Santos, Jesus Boticario, Jorge Couchet, Ramón Fabregat, Silvia Baldiris, German Moreno. 814 [doi]
• Intelligent Support for Exploratory EnvironmentsManolis Mavrikis, Sergio Gutiérrez Santos, Paul Mulholland. 815 [doi]
• Natural Language Processing in support of Learning: Metrics, Feedback, and ConnectivityPhilippe Dessus, Stefan Trausan-Matu, Peter van Rosmalen, Fridolin Wild. 816 [doi]