Intelligent Tutoring Systems: 9th International Conference, ITS 2008, Montreal, Canada, June 23-27, 2008 Proceedings

Front Matter....Pages -
Rethinking Education in the Age of Technology....Pages 1-2
Life-Long Learning, Learner Models and Augmented Cognition....Pages 3-5
Intelligent Training Systems: Lessons Learned from Building Before It Is Time....Pages 6-6
The Interaction Plateau: Answer-Based Tutoring < Step-Based Tutoring = Natural Tutoring....Pages 7-7
Social Learning Environments: New Challenges for AI in Education....Pages 8-8
Self Versus Teacher Judgments of Learner Emotions During a Tutoring Session with AutoTutor....Pages 9-18
Towards Emotionally-Intelligent Pedagogical Agents....Pages 19-28
Viewing Student Affect and Learning through Classroom Observation and Physical Sensors....Pages 29-39
Comparing Learners’ Affect While Using an Intelligent Tutoring System and a Simulation Problem Solving Game....Pages 40-49
What Are You Feeling? Investigating Student Affective States During Expert Human Tutoring Sessions....Pages 50-59
Responding to Student Uncertainty During Computer Tutoring: An Experimental Evaluation....Pages 60-69
How Does an Intelligent Learning Environment with Novel Design Affect the Students’ Learning Results?....Pages 70-79
Learning Linked Lists: Experiments with the iList System....Pages 80-89
Re-evaluating LARGO in the Classroom: Are Diagrams Better Than Text for Teaching Argumentation Skills?....Pages 90-100
Automatic Multi-criteria Assessment of Open-Ended Questions: A Case Study in School Algebra....Pages 101-110
Why Tutored Problem Solving May be Better Than Example Study: Theoretical Implications from a Simulated-Student Study....Pages 111-121
A Case Study Empirical Comparison of Three Methods to Evaluate Tutorial Behaviors....Pages 122-131
Children’s Interactions with Inspectable and Negotiated Learner Models....Pages 132-141
Using Similarity Metrics for Matching Lifelong Learners....Pages 142-151
Developing a Computer-Supported Tutoring Interaction Component with Interaction Data Reuse....Pages 152-161
Towards Collaborative Intelligent Tutors: Automated Recognition of Users’ Strategies....Pages 162-172
Automatic Generation of Fine-Grained Representations of Learner Response Semantics....Pages 173-183
Automatic Construction of a Bug Library for Object-Oriented Novice Java Programmer Errors....Pages 184-193
Helping Teachers Build ITS with Domain Schema....Pages 194-203
Evaluating an Authoring Tool for Model-Tracing Intelligent Tutoring Systems....Pages 204-215
Open Community Authoring of Targeted Worked Example Problems....Pages 216-227
Agent Shell for the Development of Tutoring Systems for Expert Problem Solving Knowledge....Pages 228-238
Balancing Cognitive and Motivational Scaffolding in Tutorial Dialogue....Pages 239-249
Assessing the Impact of Positive Feedback in Constraint-Based Tutors....Pages 250-259
The Dynamics of Self-regulatory Processes within Self-and Externally Regulated Learning Episodes During Complex Science Learning with Hypermedia....Pages 260-269
The Politeness Effect in an Intelligent Foreign Language Tutoring System....Pages 270-280
Investigating the Relationship between Spatial Ability and Feedback Style in ITSs....Pages 281-290
Individualizing Tutoring with Learning Style Based Feedback....Pages 291-301
Use of Agent Prompts to Support Reflective Interaction in a Learning-by-Teaching Environment....Pages 302-311
A Standard Method of Developing User Interfaces for a Generic ITS Framework....Pages 312-322
Helping Teachers Handle the Flood of Data in Online Student Discussions....Pages 323-332
What’s in a Cluster? Automatically Detecting Interesting Interactions in Student E-Discussions....Pages 333-342
Scaffolding On-Line Discussions with Past Discussions: An Analysis and Pilot Study of PedaBot....Pages 343-352
How Who Should Practice: Using Learning Decomposition to Evaluate the Efficacy of Different Types of Practice for Different Types of Students....Pages 353-362
How Does Students’ Help-Seeking Behaviour Affect Learning?....Pages 363-372
Toward Automatic Hint Generation for Logic Proof Tutoring Using Historical Student Data....Pages 373-382
Does Help Help? Introducing the Bayesian Evaluation and Assessment Methodology....Pages 383-394
Using Knowledge Discovery Techniques to Support Tutoring in an Ill-Defined Domain....Pages 395-405
More Accurate Student Modeling through Contextual Estimation of Slip and Guess Probabilities in Bayesian Knowledge Tracing....Pages 406-415
Interoperable Competencies Characterizing Learning Objects in Mathematics....Pages 416-425
Comparing Classroom Problem-Solving with No Feedback to Web-Based Homework Assistance....Pages 426-437
Harnessing Learner’s Collective Intelligence: A Web2.0 Approach to E-Learning....Pages 438-447
Bridging the Gap between ITS and eLearning: Towards Learning Knowledge Objects....Pages 448-458
Semantic Cohesion and Learning....Pages 459-469
Dialogue Modes in Expert Tutoring....Pages 470-479
Seeing the Face and Observing the Actions: The Effects of Nonverbal Cues on Mediated Tutoring Dialogue....Pages 480-489
Affective Transitions in Narrative-Centered Learning Environments....Pages 490-499
Word Sense Disambiguation for Vocabulary Learning....Pages 500-509
Student Note-Taking in Narrative-Centered Learning Environments: Individual Differences and Learning Effects....Pages 510-519
Assessing Aptitude for Learning with a Serious Game for Foreign Language and Culture....Pages 520-529
Story-Based Learning: The Impact of Narrative on Learning Experiences and Outcomes....Pages 530-539
An Architecture for Combining Semantic Web Techniques with Intelligent Tutoring Systems....Pages 540-550
The Use of Ontologies to Structure and Support Interactions in LOR....Pages 551-562
Leveraging the Social Semantic Web in Intelligent Tutoring Systems....Pages 563-572
Structurization of Learning/Instructional Design Knowledge for Theory-Aware Authoring Systems....Pages 573-582
Expanding the Plausible Solution Space for Robustness in an Intelligent Tutoring System....Pages 583-592
Using Optimally Selected Drill Practice to Train Basic Facts....Pages 593-602
Eliminating the Gap between the High and Low Students through Meta-cognitive Strategy Instruction....Pages 603-613
Using Hidden Markov Models to Characterize Student Behaviors in Learning-by-Teaching Environments....Pages 614-625
To Tutor the Tutor: Adaptive Domain Support for Peer Tutoring....Pages 626-635
Shall We Explain? Augmenting Learning from Intelligent Tutoring Systems and Peer Collaboration....Pages 636-645
Theory-Driven Group Formation through Ontologies....Pages 646-655
Self-assessment in Vocabulary Tutoring....Pages 656-658
Automatically Generating and Validating Reading-Check Questions....Pages 659-661
Dynamic Browsing of Audiovisual Lecture Recordings Based on Automated Speech Recognition....Pages 662-664
Agent-Based Framework for Affective Intelligent Tutoring Systems....Pages 665-667
Measuring the Perceived Difficulty of a Lecture Using Automatic Facial Expression Recognition....Pages 668-670
Minimal Feedback During Tutorial Dialogue....Pages 671-673
Can Students Edit Their Learner Model Appropriately?....Pages 674-676
When Is Assistance Helpful to Learning? Results in Combining Worked Examples and Intelligent Tutoring....Pages 677-680
Enabling Reputation-Based Trust in Privacy-Enhanced Learning Systems....Pages 681-683
Authoring Educational Games with Greenmind....Pages 684-686
An Experimental Use of Learning Environment for Problem-Posing as Sentence-Integration in Arithmetical Word Problems....Pages 687-689
Automatic Analyses of Cohesion and Coherence in Human Tutorial Dialogues During Hypermedia: A Comparison among Mental Model Jumpers....Pages 690-692
Interface Challenges for Mobile Tutoring Systems....Pages 693-695
Agora UCS Ubiquitous Collaborative Space....Pages 696-698
Adapte, a Tool for the Teacher to Personalize Activities....Pages 699-701
Framework for a Competency-Driven, Multi-viewpoint, and Evolving Learner Model....Pages 702-705
Use Chatbot CSIEC to Facilitate the Individual Learning in English Instruction: A Case Study....Pages 706-708
Using an Adaptive Collaboration Script to Promote Conceptual Chemistry Learning....Pages 709-711
Towards an Intelligent Emotional Detection in an E-Learning Environment....Pages 712-714
How Do We Get the Pieces to Talk? An Architecture to Support Interoperability between Educational Tools....Pages 715-718
Cognitive Load Estimation for Optimizing Learning within Intelligent Tutoring Systems....Pages 719-721
Investigating Learner Trust in Open Learner Models Using a ’Wizard of Oz’ Approach....Pages 722-724
Personalized Learning Path Delivery: Models and Example of Application....Pages 725-727
Semi Automatic Generation of Didactic Resources from Existing Documents....Pages 728-730
An Evaluation of Intelligent Reading Tutors....Pages 731-733
An Intelligent Web-Based Learning System for Group Collaboration Using Contracts....Pages 734-736
An Adaptive and Customizable Feedback System for Intelligent Interactive Learning Systems....Pages 737-739
Detection of Learning Styles from Learner’s Browsing Behavior During E-Learning Activities....Pages 740-742
Analyzing Learners’ Self-organization in Terms of Co-construction, Co-operation and Co-ordination....Pages 743-745
Authoring Mobile Intelligent Tutoring Systems....Pages 746-748
XTutor: An Intelligent Tutor System for Science and Math Based on Excel....Pages 749-751
Tying Ontologies to Domain Contents for CSCL....Pages 752-754
One Exercise – Various Tutorial Strategies....Pages 755-757
Bi-directional Search for Bugs: A Tool for Accelerating Knowledge Acquisition for Equation-Based Tutoring Systems....Pages 758-762
Design of a System for Automated Generation of Problem Fields....Pages 763-765
Lessons Learned from Scaling Up a Web-Based Intelligent Tutoring System....Pages 766-770
Tailoring of Feedback in Web-Based Learning: The Role of Response Certitude in the Assessment....Pages 771-773
Trying to Reduce Bottom-Out Hinting: Will Telling Student How Many Hints They Have Left Help?....Pages 774-778
Leveraging C-Rater’s Automated Scoring Capability for Providing Instructional Feedback for Short Constructed Responses....Pages 779-783
An Authoring Tool That Facilitates the Rapid Development of Dialogue Agents for Intelligent Tutoring Systems....Pages 784-786
Using an Emotional Intelligent Agent to Reduce Resistance to Change....Pages 787-789
Story Generation to Accelerate Math Problem Authoring for Practice and Assessment....Pages 790-792
Supporting the Guide on the SIDE....Pages 793-795
Comparing Two IRT Models for Conjunctive Skills....Pages 796-798
The Effect of Providing Error-Flagging Support During Testing....Pages 799-802
Cognitive Tutoring System with "Consciousness"....Pages 803-806
It’s Not Easy Being Green: Supporting Collaborative “Green Design” Learning....Pages 807-809
Cognitive and Technical Artefacts for Supporting Reusing Learning Scenario Patterns....Pages 810-812
Integration of a Complex Learning Object in a Web-Based Interactive Learning System....Pages 813-815
Semantic Web Reasoning Tutoring Agent....Pages 816-818
An Affective Behavior Model for Intelligent Tutors....Pages 819-821
Decision Tree for Tracking Learner’s Emotional State Predicted from His Electrical Brain Activity....Pages 822-824
Toward Supporting Collaborative Discussion in an Ill-Defined Domain....Pages 825-827
Back Matter....Pages -