Ebook: Artificial Intelligence in Education: 16th International Conference, AIED 2013, Memphis, TN, USA, July 9-13, 2013. Proceedings

This book constitutes the refereed proceedings of the 16th International Conference on Artificial Intelligence in Education, AIED 2013, held in Memphis, TN, USA in July 2013. The 55 revised full papers presented together with 73 poster presentations were carefully reviewed and selected from a total of 168 submissions. The papers are arranged in sessions on student modeling and personalization, open-learner modeling, affective computing and engagement, educational data mining, learning together (collaborative learning and social computing), natural language processing, pedagogical agents, metacognition and self-regulated learning, feedback and scaffolding, designed learning activities, educational games and narrative, and outreach and scaling up.

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This book constitutes the refereed proceedings of the 16th International Conference on Artificial Intelligence in Education, AIED 2013, held in Memphis, TN, USA in July 2013. The 55 revised full papers presented together with 73 poster presentations were carefully reviewed and selected from a total of 168 submissions. The papers are arranged in sessions on student modeling and personalization, open-learner modeling, affective computing and engagement, educational data mining, learning together (collaborative learning and social computing), natural language processing, pedagogical agents, metacognition and self-regulated learning, feedback and scaffolding, designed learning activities, educational games and narrative, and outreach and scaling up.

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This book constitutes the refereed proceedings of the 16th International Conference on Artificial Intelligence in Education, AIED 2013, held in Memphis, TN, USA in July 2013. The 55 revised full papers presented together with 73 poster presentations were carefully reviewed and selected from a total of 168 submissions. The papers are arranged in sessions on student modeling and personalization, open-learner modeling, affective computing and engagement, educational data mining, learning together (collaborative learning and social computing), natural language processing, pedagogical agents, metacognition and self-regulated learning, feedback and scaffolding, designed learning activities, educational games and narrative, and outreach and scaling up.
Content:
Front Matter....Pages -
Embodied Affect in Tutorial Dialogue: Student Gesture and Posture....Pages 1-10
What Emotions Do Novices Experience during Their First Computer Programming Learning Session?....Pages 11-20
Defining the Behavior of an Affective Learning Companion in the Affective Meta-tutor Project....Pages 21-30
Exploring the Relationships between Design, Students’ Affective States, and Disengaged Behaviors within an ITS....Pages 31-40
Towards an Understanding of Affect and Knowledge from Student Interaction with an Intelligent Tutoring System....Pages 41-50
Who Benefits from Confusion Induction during Learning? An Individual Differences Cluster Analysis....Pages 51-60
Aligning and Comparing Data on Emotions Experienced during Learning with MetaTutor....Pages 61-70
What Makes Learning Fun? Exploring the Influence of Choice and Difficulty on Mind Wandering and Engagement during Learning....Pages 71-80
Automatically Generating Discussion Questions....Pages 81-90
Identifying Localization in Peer Reviews of Argument Diagrams....Pages 91-100
An Automatic Approach for Mining Patterns of Collaboration around an Interactive Tabletop....Pages 101-110
A Learning Environment That Combines Problem-Posing and Problem-Solving Activities....Pages 111-120
ViewS in User Generated Content for Enriching Learning Environments: A Semantic Sensing Approach....Pages 121-130
Tangible Collaborative Learning with a Mixed-Reality Game: EarthShake....Pages 131-140
From a Customizable ITS to an Adaptive ITS....Pages 141-150
Class vs. Student in a Bayesian Network Student Model....Pages 151-160
Comparing Student Models in Different Formalisms by Predicting Their Impact on Help Success....Pages 161-170
Individualized Bayesian Knowledge Tracing Models....Pages 171-180
Extending Knowledge Tracing to Allow Partial Credit: Using Continuous versus Binary Nodes....Pages 181-188
Using Learner Modeling to Determine Effective Conditions of Learning for Optimal Transfer....Pages 189-198
Visualising Multiple Data Sources in an Independent Open Learner Model....Pages 199-208
Discovering Behavior Patterns of Self-Regulated Learners in an Inquiry-Based Learning Environment....Pages 209-218
Supporting Students’ Self-Regulated Learning with an Open Learner Model in a Linear Equation Tutor....Pages 219-228
Inferring Learning from Gaze Data during Interaction with an Environment to Support Self-Regulated Learning....Pages 229-238
Teammate Relationships Improve Help-Seeking Behavior in an Intelligent Tutoring System....Pages 239-248
Skill Diaries: Improve Student Learning in an Intelligent Tutoring System with Periodic Self-Assessment....Pages 249-258
Feedback and Revising in an Intelligent Tutoring System for Writing Strategies....Pages 259-268
Using Automated Indices of Cohesion to Evaluate an Intelligent Tutoring System and an Automated Writing Evaluation System....Pages 269-278
Combining Semantic Interpretation and Statistical Classification for Improved Explanation Processing in a Tutorial Dialogue System....Pages 279-288
Can Preschoolers Profit from a Teachable Agent Based Play-and-Learn Game in Mathematics?....Pages 289-298
Designing a Tangible Learning Environment with a Teachable Agent....Pages 299-308
The Effects of a Pedagogical Agent for Informal Science Education on Learner Behaviors and Self-efficacy....Pages 309-318
Differential Impact of Learning Activities Designed to Support Robust Learning in the Genetics Cognitive Tutor....Pages 319-328
Complementary Effects of Sense-Making and Fluency-Building Support for Connection Making: A Matter of Sequence?....Pages 329-338
Examples and Tutored Problems: How Can Self-Explanation Make a Difference to Learning?....Pages 339-348
Improving the Efficiency of Automatic Knowledge Generation through Games and Simulations....Pages 349-358
Expectations of Technology: A Factor to Consider in Game-Based Learning Environments....Pages 359-368
Personalizing Embedded Assessment Sequences in Narrative-Centered Learning Environments: A Collaborative Filtering Approach....Pages 369-378
Cluster-Based Prediction of Mathematical Learning Patterns....Pages 379-388
Integrating Perceptual Learning with External World Knowledge in a Simulated Student....Pages 389-399
Using the Ecological Approach to Create Simulations of Learning Environments....Pages 400-410
Using Data-Driven Discovery of Better Student Models to Improve Student Learning....Pages 411-420
Wheel-Spinning: Students Who Fail to Master a Skill....Pages 421-430
A Matrix Factorization Method for Mapping Items to Skills and for Enhancing Expert-Based Q-Matrices....Pages 431-440
Maximum Clique Algorithm for Uniform Test Forms Assembly....Pages 441-450
The Effect of Interaction Granularity on Learning with a Data Normalization Tutor....Pages 451-462
Revealing the Learning in Learning Curves....Pages 463-472
Deliberate System-Side Errors as a Potential Pedagogic Strategy for Exploratory Virtual Learning Environments....Pages 473-482
The Effects of Culturally Congruent Educational Technologies on Student Achievement....Pages 483-492
ITS and the Digital Divide: Trends, Challenges, and Opportunities....Pages 493-502
A Hypergraph Based Framework for Intelligent Tutoring of Algebraic Reasoning....Pages 503-511
Learner Differences and Hint Content....Pages 512-521
Guided Skill Practice as an Adaptive Scaffolding Strategy in Open-Ended Learning Environments....Pages 522-531
Intelligent Augmented Reality Training for Assembly Tasks....Pages 532-541
Users at the Center of Designing Informal Learning Experiences....Pages 542-551
Games, Motivation, and Integrating Intuitive and Formal Understanding....Pages 552-553
Lessons from Project LISTEN: What Have We Learned from a Reading Tutor That Listens?....Pages 554-556
The AIED Industry and Innovation Track....Pages 557-558
Drill Evaluation for Training Procedural Skills....Pages 559-560
Adaptive Assessment in an Instructor-Mediated System....Pages 561-570
Development of an Affect-Sensitive Agent for Aplusix....Pages 571-574
Assessment and Learning of Qualitative Physics in Newton’s Playground....Pages 575-578
The PHP Intelligent Tutoring System....Pages 579-582
The Interplay between Affect and Engagement in Classrooms Using AIED Software....Pages 583-586
Towards Automated Analysis of Student Arguments....Pages 587-590
Automatic Detection of Concepts from Problem Solving Times....Pages 591-594
Educational Potentials in Visually Androgynous Pedagogical Agents....Pages 595-598
Plan Recognition for ELEs Using Interleaved Temporal Search....Pages 599-602
ExploreIT! An Adaptive Tutor in an Informal Learning Environment....Pages 603-606
Diagnosing Errors from Off-Path Steps in Model-Tracing Tutors....Pages 607-610
Understanding the Difficulty Factors for Learning Materials: A Qualitative Study....Pages 611-614
Mobile Testing for Authentic Assessment in the Field....Pages 615-618
Field Observations of Engagement in Reasoning Mind....Pages 619-623
Analyzer of Sentence Card Set for Learning by Problem-Posing....Pages 624-627
Modelling Domain-Specific Self-regulatory Activities in Clinical Reasoning....Pages 628-631
Pilot Test of a Natural-Language Tutoring System for Physics That Simulates the Highly Interactive Nature of Human Tutoring....Pages 632-635
Authoring Expert Knowledge Bases for Intelligent Tutors through Crowdsourcing....Pages 636-639
Towards Providing Feedback to Students in Absence of Formalized Domain Models....Pages 640-643
Enhancing In-Museum Informal Learning by Augmenting Artworks with Gesture Interactions and AIED Paradigms....Pages 644-648
Measuring Procedural Knowledge in Problem Solving Environments with Item Response Theory....Pages 649-652
Analysis of Emotion and Engagement in a STEM Alternate Reality Game....Pages 653-656
Higher Automated Learning through Principal Component Analysis and Markov Models....Pages 657-660
Evaluation of a Meta-tutor for Constructing Models of Dynamic Systems....Pages 661-665
Identification of Effective Learning Behaviors....Pages 666-669
Modeling the Process of Online Q&A Discussions Using a Dialogue State Model....Pages 670-673
An Authoring Tool for Semi-automatic Generation of Self-assessment Exercises....Pages 674-678
Open Learner Models to Support Reflection on Brainstorming at Interactive Tabletops....Pages 679-682
Predicting Low vs. High Disparity between Peer and Expert Ratings in Peer Reviews of Physics Lab Reports....Pages 683-686
Linguistic Content Analysis as a Tool for Improving Adaptive Instruction....Pages 687-691
Situational Interest and Informational Text Comprehension: A Game-Based Learning Perspective....Pages 692-695
Learner-Created Scenario for Investigative Learning with Web Resources....Pages 696-699
Towards Identifying Students’ Causal Reasoning Using Machine Learning....Pages 700-703
Social Personalized Adaptive E-Learning Environment: Topolor - Implementation and Evaluation....Pages 704-707
Adaptive Testing Based on Bayesian Decision Theory....Pages 708-711
Trust-Based Recommendations for Scientific Papers Based on the Researcher’s Current Interest....Pages 712-716
Modelling Students’ Knowledge of Ethics....Pages 717-720
System Comparisons: Is There Life after Null?....Pages 721-724
Question Generation and Adaptation Using a Bayesian Network of the Learner’s Achievements....Pages 725-728
Towards Empathic Virtual and Robotic Tutors....Pages 729-732
Can Online Peer-Review Systems Support Group Mentorship?....Pages 733-736
Emotions Detection from Math Exercises by Combining Several Data Sources....Pages 737-741
Illustrations or Graphs: Some Students Benefit from One over the Other....Pages 742-745
Prosodic Entrainment and Tutoring Dialogue Success....Pages 746-749
Assistance in Building Student Models Using Knowledge Representation and Machine Learning....Pages 750-753
Tracking and Dynamic Scenario Adaptation System in Virtual Environment....Pages 754-757
How to Use Multiple Graphical Representations to Support Conceptual Learning? Research-Based Principles in the Fractions Tutor....Pages 758-761
Using HCI Task Modeling Techniques to Measure How Deeply Students Model....Pages 762-765
Auto-scoring Discovery and Confirmation Bias in Interpreting Data during Science Inquiry in a Microworld....Pages 766-769
A Teaching-Style Based Social Network for Didactic Building and Sharing....Pages 770-773
Turn-Taking Behavior in a Human Tutoring Corpus....Pages 774-777
An Automatic Marking System for Interactive Exercises on Blind Search Algorithms....Pages 778-782
Game Penalties Decrease Learning and Interest....Pages 783-786
An Evaluation of the Effectiveness of Just-In-Time Hints....Pages 787-790
Repairing Deactivating Negative Emotions with Student Progress Pages....Pages 791-794
Searching for Predictors of Learning Outcomes in Non Abstract Eye Movement Logs....Pages 795-798
Erroneous Examples as Desirable Difficulty....Pages 799-802
Repairing Disengagement in Collaborative Dialogue for Game-Based Learning....Pages 803-806
An Exploration of Text Analysis Methods to Identify Social Deliberative Skill....Pages 807-810
Impact of Different Pedagogical Agents’ Adaptive Self-regulated Prompting Strategies on Learning with MetaTutor....Pages 811-814
Class Distinctions: Leveraging Class-Level Features to Predict Student Retention Performance....Pages 815-819
Estimating the Effect of Web-Based Homework....Pages 820-823
A Markov Decision Process Model of Tutorial Intervention in Task-Oriented Dialogue....Pages 824-827
Didactic Galactic: Types of Knowledge Learned in a Serious Game....Pages 828-831
A Comparison of Two Different Methods to Individualize Students and Skills....Pages 832-835
On the Benefits (or Not) of a Clustering Algorithm in Student Tracking....Pages 836-839
Programming Pathways: A Technique for Analyzing Novice Programmers’ Learning Trajectories....Pages 840-843
Knowledge Maximizer: Concept-Based Adaptive Problem Sequencing for Exam Preparation....Pages 844-847
Worked Out Examples in Computer Science Tutoring....Pages 848-851
Student Coding Styles as Predictors of Help-Seeking Behavior....Pages 852-855
Search-Based Estimation of Problem Difficulty for Humans....Pages 856-859
Using Semantic Proximities to Control Contextualized Activities during Museum Visits....Pages 860-863
Towards Evaluating and Modelling the Impacts of Mobile-Based Augmented Reality Applications on Learning and Engagement....Pages 864-867
An Intelligent Tutoring System to Teach Debugging....Pages 868-871
Mobile Adaptive Communication Support for Vocabulary Acquisition....Pages 872-875
Utilizing Concept Mapping in Intelligent Tutoring Systems....Pages 876-879
Discrepancy-Detection in Virtual Learning Environments for Young Children with ASC....Pages 880-883
Towards an Integrative Computational Foundation for Applied Behavior Analysis in Early Autism Interventions....Pages 884-887
Adaptive Scaffolds in Open-Ended Learning Environments....Pages 888-891
Sorry, I Must Have Zoned Out: Tracking Mind Wandering Episodes in an Interactive Learning Environment....Pages 892-895
Intelligent Tutoring Systems for Collaborative Learning: Enhancements to Authoring Tools....Pages 896-899
Towards Automated Detection and Regulation of Affective States During Academic Writing....Pages 900-903
Programming with Your Heart on Your Sleeve: Analyzing the Affective States of Computer Programming Students....Pages 904-907
Supporting Lifelong Learning: Recommending Personalized Sources of Assistance to Graduate Students....Pages 908-911
Conceptual Scaffolding to Check One’s Procedures....Pages 912-915
A Computational Thinking Approach to Learning Middle School Science....Pages 916-919
Modes and Mechanisms of Game-Like Interventions in Computer Tutors....Pages 920-923
Interactive Event: The Rimac Tutor - A Simulation of the Highly Interactive Nature of Human Tutorial Dialogue....Pages 924-927
AutoTutor 2013: Conversation-Based Online Intelligent Tutoring System with Rich Media (Interactive Event)....Pages 928-929
Interactive Event: Enabling Vocabulary Acquisition while Providing Mobile Communication Support....Pages 930-931
Authoring Problem-Solving ITS with ASTUS: An Interactive Event....Pages 932-933
Interactive Event: From a Virtual Village to an Open Learner Model with Next-TELL....Pages 934-935
Interactive Event Visualization of Students’ Activities Using ELEs....Pages 936-937
AutoMentor: Artificial Intelligent Mentor in Educational Game....Pages 938-939
Practical Ultra-Portable Intelligent Tutoring Systems(PUPITS): An Interactive Event....Pages 940-941
2nd Workshop on Intelligent Support for Learning in Groups....Pages 942-943
Towards the Development of a Generalized Intelligent Framework for Tutoring (GIFT)....Pages 944-944
Formative Feedback in Interactive Learning Environments....Pages 945-945
The First Workshop on AI-supported Education for Computer Science (AIEDCS)....Pages 946-946
The Fourth International Workshop on Culturally-Aware Tutoring Systems....Pages 947-948
First Annual Workshop on Massive Open Online Courses....Pages 949-949
Cross-Cultural Differences and Learning Technologies for the Developing World....Pages 950-950
Workshop on Scaffolding in Open-Ended Learning Environments (OELEs)....Pages 951-951
AIED 2013 Simulated Learners Workshop....Pages 952-953
Workshop on Self-Regulated Learning in Educational Technologies (SRL@ET): Supporting, Modeling, Evaluating, and Fostering Metacognition with Computer-Based Learning Environments....Pages 954-955
Back Matter....Pages 956-956
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