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

by Woolf, Beverly P.; Aimeur, Esma; Nkambou, Roger; Lajoie, Susanne

• ISBN13: 9783540691303
• ISBN10: 3540691308
• Format: Paperback
• Copyright: 2008-08-03
• Publisher: Springer Verlag

Summary

This book constitutes the refereed proceedings of the 9th International Conference on Intelligent Tutoring Systems, ITS 2008, held in Montreal, Canada, in June 2008.The 63 revised full papers and 61 poster papers presented together with abstracts of 5 keynote talks were carefully reviewed and selected from 207 submissions. The papers are organized in topical sections on emotion and affect, tutor evaluation, student modeling, machine learning, authoring tools , tutor feedback and intervention, data mining, e-learning and Web-based ITS, natural language techniques and dialogue, narrative tutors and games, semantic Web and ontology, cognitive models, and collaboration.

Table of Contents

Rethinking Education in the Age of Technology	p. 1
Life-Long Learning, Learner Models and Augmented Cognition	p. 3
Intelligent Training Systems: Lessons Learned from Building Before It Is Time	p. 6
The Interaction Plateau: Answer-Based Tutoring < Step-Based Tutoring = Natural Tutoring	p. 7
Social Learning Environments: New Challenges for AI in Education	p. 8
Self Versus Teacher Judgments of Learner Emotions During a Tutoring Session with AutoTutor	p. 9
Towards Emotionally-Intelligent Pedagogical Agents	p. 19
Viewing Student Affect and Learning through Classroom Observation and Physical Sensors	p. 29
Comparing Learners' Affect While Using an Intelligent Tutoring System and a Simulation Problem Solving Game	p. 40
What Are You Feeling? Investigating Student Affective States During Expert Human Tutoring Sessions	p. 50
Responding to Student Uncertainty During Computer Tutoring: An Experimental Evaluation	p. 60
How Does an Intelligent Learning Environment with Novel Design Affect the Students' Learning Results?	p. 70
Learning Linked Lists: Experiments with the iList System	p. 80
Re-evaluating LARGO in the Classroom: Are Diagrams Better Than Text for Teaching Argumentation Skills?	p. 90
Automatic Multi-criteria Assessment of Open-Ended Questions: A Case Study in School Algebra	p. 101
Why Tutored Problem Solving May be Better Than Example Study: Theoretical Implications from a Simulated-Student Study	p. 111
A Case Study Empirical Comparison of Three Methods to Evaluate Tutorial Behaviors	p. 122
Children's Interactions with Inspectable and Negotiated Learner Models	p. 132
Using Similarity Metrics for Matching Lifelong Learners	p. 142
Developing a Computer-Supported Tutoring Interaction Component with Interaction Data Reuse	p. 152
Towards Collaborative Intelligent Tutors: Automated Recognition of Users' Strategies	p. 162
Automatic Generation of Fine-Grained Representations of Learner Response Semantics	p. 173
Automatic Construction of a Bug Library for Object-Oriented Novice Java Programmer Errors	p. 184
Helping Teachers Build ITS with Domain Schema	p. 194
Evaluating an Authoring Tool for Model-Tracing Intelligent Tutoring Systems	p. 204
Open Community Authoring of Targeted Worked Example Problems	p. 216
Agent Shell for the Development of Tutoring Systems for Expert Problem Solving Knowledge	p. 228
Balancing Cognitive and Motivational Scaffolding in Tutorial Dialogue	p. 239
Assessing the Impact of Positive Feedback in Constraint-Based Tutors	p. 250
The Dynamics of Self-regulatory Processes within Self-and Externally Regulated Learning Episodes During Complex Science Learning with Hypermedia	p. 260
The Politeness Effect in an Intelligent Foreign Language Tutoring System	p. 270
Investigating the Relationship between Spatial Ability and Feedback Style in ITSs	p. 281
Individualizing Tutoring with Learning Style Based Feedback	p. 291
Use of Agent Prompts to Support Reflective Interaction in a Learning-by-Teaching Environment	p. 302
A Standard Method of Developing User Interfaces for a Generic ITS Framework	p. 312
Helping Teachers Handle the Flood of Data in Online Student Discussions	p. 323
What's in a Cluster? Automatically Detecting Interesting Interactions in Student E-Discussions	p. 333
Scaffolding On-Line Discussions with Past Discussions: An Analysis and Pilot Study of PedaBot	p. 343
How Who Should Practice: Using Learning Decomposition to Evaluate the Efficacy of Different Types of Practice for Different Types of Students	p. 353
How Does Students' Help-Seeking Behaviour Affect Learning?	p. 363
Toward Automatic Hint Generation for Logic Proof Tutoring Using Historical Student Data	p. 373
Does Help Help? Introducing the Bayesian Evaluation and Assessment Methodology	p. 383
Using Knowledge Discovery Techniques to Support Tutoring in an Ill-Defined Domain	p. 395
More Accurate Student Modeling through Contextual Estimation of Slip and Guess Probabilities in Bayesian Knowledge Tracing	p. 406
Interoperable Competencies Characterizing Learning Objects in Mathematics	p. 416
Comparing Classroom Problem-Solving with No Feedback to Web-Based Homework Assistance	p. 426
Harnessing Learner's Collective Intelligence: A Web2.0 Approach to E-Learning	p. 438
Bridging the Gap between ITS and eLearning: Towards Learning Knowledge Objects	p. 448
Semantic Cohesion and Learning	p. 459
Dialogue Modes in Expert Tutoring	p. 470
Seeing the Face and Observing the Actions: The Effects of Nonverbal Cues on Mediated Tutoring Dialogue	p. 480
Affective Transitions in Narrative-Centered Learning Environments	p. 490
Word Sense Disambiguation for Vocabulary Learning	p. 500
Student Note-Taking in Narrative-Centered Learning Environments: Individual Differences and Learning Effects	p. 510
Assessing Aptitude for Learning with a Serious Game for Foreign Language and Culture	p. 520
Story-Based Learning: The Impact of Narrative on Learning Experiences and Outcomes	p. 530
An Architecture for Combining Semantic Web Techniques with Intelligent Tutoring Systems	p. 540
The Use of Ontologies to Structure and Support Interactions in LOR	p. 551
Leveraging the Social Semantic Web in Intelligent Tutoring Systems	p. 563
Structurization of Learning/Instructional Design Knowledge for Theory-Aware Authoring Systems	p. 573
Expanding the Plausible Solution Space for Robustness in an Intelligent Tutoring System	p. 583
Using Optimally Selected Drill Practice to Train Basic Facts	p. 593
Eliminating the Gap between the High and Low Students through Meta-cognitive Strategy Instruction	p. 603
Using Hidden Markov Models to Characterize Student Behaviors in Learning-by-Teaching Environments	p. 614
To Tutor the Tutor: Adaptive Domain Support for Peer Tutoring	p. 626
Shall We Explain? Augmenting Learning from Intelligent Tutoring Systems and Peer Collaboration	p. 636
Theory-Driven Group Formation through Ontologies	p. 646
Self-assessment in Vocabulary Tutoring	p. 656
Automatically Generating and Validating Reading-Check Questions	p. 659
Dynamic Browsing of Audiovisual Lecture Recordings Based on Automated Speech Recognition	p. 662
Agent-Based Framework for Affective Intelligent Tutoring Systems	p. 665
Measuring the Perceived Difficulty of a Lecture Using Automatic Facial Expression Recognition	p. 668
Minimal Feedback During Tutorial Dialogue	p. 671
Can Students Edit Their Learner Model Appropriately?	p. 674
When Is Assistance Helpful to Learning? Results in Combining Worked Examples and Intelligent Tutoring	p. 677
Enabling Reputation-Based Trust in Privacy-Enhanced Learning Systems	p. 681
Authoring Educational Games with Greenmind	p. 684
An Experimental Use of Learning Environment for Problem-Posing as Sentence-Integration in Arithmetical Word Problems	p. 687
Automatic Analyses of Cohesion and Coherence in Human Tutorial Dialogues During Hypermedia; A Comparison among Mental Model Jumpers	p. 690
Interface Challenges for Mobile Tutoring Systems	p. 693
Agora UCS Ubiquitous Collaborative Space	p. 696
Adapte, a Tool for the Teacher to Personalize Activities	p. 699
Framework for a Competency-Driven, Multi-viewpoint, and Evolving Learner Model	p. 702
Use Chatbot CSIEC to Facilitate the Individual Learning in English Instruction: A Case Study	p. 706
Using an Adaptive Collaboration Script to Promote Conceptual Chemistry Learning	p. 709
Towards an Intelligent Emotional Detection in an E-Learning Environment	p. 712
How Do We Get the Pieces to Talk? An Architecture to Support Interoperability between Educational Tools	p. 715
Cognitive Load Estimation for Optimizing Learning within Intelligent Tutoring Systems	p. 719
Investigating Learner Trust in Open Learner Models Using a 'Wizard of Oz' Approach	p. 722
Personalized Learning Path Delivery: Models and Example of Application	p. 725
Semi Automatic Generation of Didactic Resources from Existing Documents	p. 728
An Evaluation of Intelligent Reading Tutors	p. 731
An Intelligent Web-Based Learning System for Group Collaboration Using Contracts	p. 734
An Adaptive and Customizable Feedback System for Intelligent Interactive Learning Systems	p. 737
Detection of Learning Styles from Learner's Browsing Behavior During E-Learning Activities	p. 740
Analyzing Learners' Self-organization in Terms of Co-construction, Co-operation and Co-ordination	p. 743
Authoring Mobile Intelligent Tutoring Systems	p. 746
XTutor: An Intelligent Tutor System for Science and Math Based on Excel	p. 749
Tying Ontologies to Domain Contents for CSCL	p. 752
One Exercise - Various Tutorial Strategies	p. 755
Bi-directional Search for Bugs: A Tool for Accelerating Knowledge Acquisition for Equation-Based Tutoring Systems	p. 758
Design of a System for Automated Generation of Problem Fields	p. 763
Lessons Learned from Scaling Up a Web-Based Intelligent Tutoring System	p. 766
Tailoring of Feedback in Web-Based Learning: The Role of Response Certitude in the Assessment	p. 771
Trying to Reduce Bottom-Out Hinting: Will Telling Student How Many Hints They Have Left Help?	p. 774
Leveraging G-Rater's Automated Scoring Capability for Providing Instructional Feedback for Short Constructed Responses	p. 779
An Authoring Tool That Facilitates the Rapid Development of Dialogue Agents for Intelligent Tutoring Systems	p. 784
Using an Emotional Intelligent Agent to Reduce Resistance to Change	p. 787
Story Generation to Accelerate Math Problem Authoring for Practice and Assessment	p. 790
Supporting the Guide on the SIDE	p. 793
Comparing Two IRT Models for Conjunctive Skills	p. 796
The Effect of Providing Error-Flagging Support During Testing	p. 799
Cognitive Tutoring System with "Consciousness"	p. 803
It's Not Easy Being Green: Supporting Collaborative "Green Design" Learning	p. 807
Cognitive and Technical Artefacts for Supporting Reusing Learning Scenario Patterns	p. 810
Integration of a Complex Learning Object in a Web-Based Interactive Learning System	p. 813
Semantic Web Reasoning Tutoring Agent	p. 816
An Affective Behavior Model for Intelligent Tutors	p. 819
Decision Tree for Tracking Learner's Emotional State Predicted from His Electrical Brain Activity	p. 822
Toward Supporting Collaborative Discussion in an Ill-Defined Domain	p. 825
Author Index	p. 829
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